Attributional Comments of Experienced and Novice Examiners During Intelligence Testing

Abstract

Attributional and encouraging statements during WISC-R administration were compared for experienced and beginning examiners. The patterns of comments for both experienced and beginning examiners seemed to be related to structural aspects of the test, and the proportions of comments in attributional categories were similar for the two groups. However, experienced examiners made greater numbers of both attributional and encouraging comments. The results suggest that further investigation of subjective aspects of test administration be made and implications for training of examiners be considered.