Terrell, F., Terrell, S. L., & Taylor, J. (1980). Effects of race of examiner and type of reinforcement on the intelligence test performance of lower-class black children . Psychology in the Schools , 17 (2), 270–272. https://doi.org/10.1002/1520-6807(198004)17:2<270::AID-PITS2310170220>3.0.CO;2-F

Journal Article

Terrell, F., Terrell, S. L., & Taylor, J. (1980). Effects of race of examiner and type of reinforcement on the intelligence test performance of lower-class black children. Psychology in the Schools, 17(2), 270–272. https://doi.org/10.1002/1520-6807(198004)17:2<270::AID-PITS2310170220>3.0.CO;2-F

URL

http://onlinelibrary.wiley.com.ezp2.lib.umn.edu/doi/10.1002/1520-6807(198004)17:2%3C270::AID-PITS2310170220%3E3.0.CO;2-F/pdf

Summary

Accommodation

Examinees were randomly assigned to either a Black or White examiner and to one of four reinforcement conditions: none, tangible (candy), social, and culturally relevant/social.

Participants

Participants included 120 Black males aged 9-11 years old.

Dependent Variable

The dependent variable was the WISC-R Intelligence Test.

Findings

No main effect was found for race of examiner. Significant differences were found for type of reinforcer. An interaction between these variables also was found: Black children performed highest with White examiners using tangible reinforcers or Black examiners using either tangible or culturally relevant reinforcers.