Abstract
In the previous paper we have reported that the goodness of the social relationship with the tester in the test situation correlates significantly with the degree of fluctuation of the intelligence test score in primary school children.
The purpose of the present investigation is to find the influence on the test performance, of the social relationship, in its process where the “good rapport” between the tester and the subject is formed. In order to determine differential effects of the good rapport as it is formed, subjects were given several occasions of contact with the tester: three experimental groups were given none, five, and ten occasions respectively, and a control group was given ten occasions but in a different way from those of the experimental groups. Subjects were 354 children of the fifth grade in the primary school.
The findings obtained are as follows:
1. The good social relationship with the tester in test situation correlates significantly with the degree of fluctuation of the intelligence test score, This is identical to the results of the previous investigation.
2. It takes five or more occasions of contact for the “good rapport” to be performed between the tester and the subject. The good rapport depends also on the ways of contact.
3. The test score is affected by the number of occasions that the subject contacts with the tester.
The results seem to indicate that the tester subject relationships are of great importance in the test situation.
