The Effect of Four Sets of Test Instructions on Scores in Mental Ability Tests
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Abstract
Abstract Berglund, G. W. (1970). The Effect of four Sets of Test Instructions on Scores in Mental Ability Tests. Scand. J. Educ. Res. 14, 31‐38. Four hundred and eighteen Swedish children (11‐year‐olds) were divided randomly into four experimental groups. Three mental ability tests of the factor type were administered to the groups by means of four different sets of instructions. In the first group the tests were presented as intelligence tests and in the second group as achievement tests. The third group received the original instructions of the tests and the fourth group received routine instructions. It is concluded (a) that the four instructions do not differentiate the groups in power tests, and (b) that the routine instruction does not affect the subjects’ working speed to the same degree as the other instructions.