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THE INFLUENCE OF MOTIVATION ON THE RESULTS OF INTELLIGENCE TESTS
Author(s) -
Burt Cyril,
Williams E. L.
Publication year - 1962
Publication title -
british journal of statistical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.157
H-Index - 51
eISSN - 2044-8317
pISSN - 0950-561X
DOI - 10.1111/j.2044-8317.1962.tb00094.x
Subject(s) - test (biology) , incentive , reliability (semiconductor) , psychology , grammar , social psychology , mathematics education , cognitive psychology , linguistics , philosophy , economics , physics , paleontology , power (physics) , quantum mechanics , biology , microeconomics
In recent discussions about the borderlines to be adopted in selecting children for entrance to grammar schools or choosing students for entrance to universities it has often been maintained that the results of re‐tests demonstrate that the standards commonly proposed are far too high. The figures here reported suggest that the discrepancies are due largely to the fact that the higher borderlines are based on test‐results obtained during actual examinations, while the lower borderlines are obtained from investigations in which the individuals tested had no special motive for putting forth their maximum effort. And a detailed analysis of the data indicates that the reliability, validity, and level of performance are all appreciably reduced by the absence of any strong incentive when the tests are taken.