The Stanford-Binet scores of 1154 4-yr.-old children were analyzed with the aim of determining whether E-bias was a significant factor affecting results in the individualized test situation. Each child was randomly assigned and tested twice, 1 yr. apart, by a team of four school psychologists, unknown to Ss. Significant differences were found between group means by E for all four testing periods. It was concluded that even with highly trained and experienced Es, using the Stanford-Binet in the context of experimental research, measurement error can be introduced and that researchers should build into their designs controls for E-differences and report results by Es separately.
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