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EFFECTS OF “GAME” VERSUS “TEST” TASK DEFINITION FOR THIRD GRADE CHILDREN ON THREE SUBTESTS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN 1
Author(s) -
STRANG HAROLD R.,
BRIDGEMAN BRENT,
CARRICO MARY F.
Publication year - 1974
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1974.tb00982.x
Subject(s) - wechsler intelligence scale for children , wechsler adult intelligence scale , psychology , test (biology) , task (project management) , developmental psychology , cognition , paleontology , management , economics , biology , neuroscience
Forty‐six male and forty‐six female third grade children were assigned to one of two experimental conditions. In one condition Ss were told that they were going to take several tests and were than administered three subtests from the nonverbal battery of the WISC. In the second condition S s were told that they were going to play several games and were than administered the same three subtests. An analysis of variance applied to the resulting summed scores revealed one significant main effect, task definition ( p < .01).