The Effect of Perceived Examiner Religion on the Digit Span Performance of Lebanese Elementary Schoolchildren

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Abstract
Two intellectually equivalent groups of Lebanese Christian and Moslem elementary school children were divided and assigned to three treatment conditions (total N = 96 boys and girls aged nine to 12 years). Pupils in the first group were individually tested by an E who wore a large gold cross while those in the second group were tested by the same E who then wore an equally large gold symbol of the Koran. The E did not wear a religious symbol during the third treatment. Two one-way analyses of variance and Scheffé posttests were carried out. The findings revealed that scores varied as a function of the proximity between the pupill's religion and that displayed by the E.

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