Influence of Examiner and Examinee Anxiety on WISC Performance

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Abstract
A high- or low-anxious E, as determined by scores on the TMAS, administered the WISC to a group of fifth-grade children to determine whether children differing in measured anxiety (scores on the CMAS) responded differentially to either the high- or low-anxious E. Ss tested by the high-anxious E obtained significantly higher mean scores than did the comparable group tested by the low-anxious E. on the Verbal scale high-anxious Ss performed equally well when tested by either E, but the low-anxious Ss tested by the high-anxious E were superior to the other groups. An E × S interaction was found on the Coding subtest where high-anxious Ss tested by the high-anxious E and low-anxious Ss tested by the low-anxious E outperformed the other groups. No E or S effect was found on any of the Performance subtests.