| Abstract: | This investigation examined the effect of the race of both the subjects (Ss) and examiners (Es) on the 5's performance on an individually administered vocabulary test. The tests administered by two white and two Negro Es to 88 and 113 white and Negro first-grade and kindergarten Ss, respectively, in an integrated urban school found a small but statistically significant interaction of E's race and S's race on test performance for the first-grade but not for the kindergarten. These findings are limited to young children who were in an urban school setting for at least five months and who were given an encoding type task by an adult whom they had usually seen at least once a day in their school environment. |
