Abstract
In the previous report of our studies, it was shown that the good or poor rapport with the tester influenced upon the intelligence quotient of feeble-minded children.
The purpose of the present study is to investigate the effect of rapport between tester and primary school children on the intelligence test score, and to find what is generally the good or poor rapport.
Testers: 5 male and 4 female testers were chosen in accordance with the acceptance by subjects.
Subjects: The subjects were 147 twelve-year-old primary-school children.
Materials: Takemasa-Binet Intelligence Test and the Sin-Tanaka B-siki Intelligence Test.
The conclusions drawn from the results were (a) that the good or poor social relationship with the tester in the test situation correlates significantly with the fluctuation of the test score of primary school children, (b) that the good or poor rapport is the good or poor social relationship with the tester in the test situation, and is a social relationship of the good or poor feeling with him throughout the test practice, but its feeling is an aspect of the rapport, and (c) that the tester's influence on test score varies with personality characteristics of the subject.
