Abstract
This article presents a meta-analysis of the effects of examiner familiarity on children’s test performance. The data for the meta-analysis came from 22 controlled studies involving 1,489 subjects. In the typical study, the effect of examiner familiarity raised test performance by .28 standard deviations. Differential performance favoring the familiar examiner condition was greater when subjects were of low socioeconomic status (SES), were tested on comparatively difficult tests, and knew the examiner for a relatively long duration. Implications for theory and practice are discussed.
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