The purpose of this study is to examine the role of the cultural distance hypothesis in determining group differences on intelligence and performance scales in Black and White subjects. This view, the Cultural-Distance Approach, briefly stated is that a sub-culture's distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture's group sub-score pattern in relation to the sub-score pattern of the norming population. Eighty post-secondary school adults (48 White males and females, 32 Black males and females) were recruited and administered a series of tests. Analysis of variance (ANOVA's) were calculated for each of the IQ measures. The results suggest that although Blacks and Whites perform equally on learning tasks at either the Level I or Level II dichotomy of intellectual abilities, performance on standardized tests of IQ do not adequately reflect this equality of performance, possibly because of the loading of cultural bias in the latter measures. A 93-item bibliography, supplementary forms, and statistical tables are appended. (Author/EGS)