教育上常借用心理測驗來瞭解個體的潛在能力作為教育的參考。使用心理測驗，不僅要注意測驗工具本身的條件，也要慎重考慮使用時的各種因素。國內以往的研究偏重於測驗編製方面的工作，本研究則著重在實施測驗時，主試者屬性對測驗結果的影響，其主要目的在探討主試者的性別、主試者與受試者的相識度，對不同性別、不同年級的受試者，在實施各種形式的心理測驗上的影響，進而探析我國目前心理測驗的實施方式，並提出積極性的建議。

本研究內容分為五章。第一章緒論，說明研究的動機與目的、問題的假設及名詞詮釋；第二章文獻的探討；第三章研究的方法，敍述實驗的設計、樣本的選擇、實施的過程、測驗工具的選用及資料的處理；第四章結果與討論，陳示研究所得的結果，並與過去的研究結果互相參照；第五章結論與建議。

本研究的對象，係高雄市立五權國民學校四、六年級學生。首先預試「圖形式智力測驗」作為控制、選擇的依據，選出四年級240名，六年級256名為受試者，參加實驗。實驗時主試者包括：四名相識的主試者，由學校的科任教師擔任；四名不相識的主試者，由教育系高年級同學擔任，都是男女各居其半。實驗工作是由主試者實施「修訂加州心理成熟測驗（第二種）」。最後以「修訂加州心理成熟測驗（第二種）」之語文部份、非語文部份及總分部份的得分結果，分別進行2×2×2多因子變異數分析，顯示研究的結果。

結果發現：主試者性別對心理測驗實施的結果有顯著的影響。在四年級非語文部份，主試者性別與受試者性別之間有交互影響，其中主試者對同性別受試者的影響顯著，尤其以男主試者對男受試者的影響較大。相識度及受試者性別的影響，都沒有達到顯著的水準。但研究所得結果的趨向是：男受試者在非語文部份，女受試者在語文部份，表現較好；且不論在語文部份、非語文部份及總分部份的測驗結果，相識的情況下，男主試者使受試者表現較好，不相識的情況下。女主試者使受試者表現較好。

因此建議對低年級實施非語文測驗時，宜以主試者對同性別的受試者施測。此外，實施心理測驗時，在相識的情況下，以男主試者施測為宜；不相識的情況下，宜以女主試者施測。未來亦可以隨機取樣的方法選取樣本；或採用單一形式的語文測驗和非語文測驗，作更進一步的研究。

參考書目

中文部分

呂廷和：心理測驗的基本理論。台中，台灣省教育廳，民五十七年。

林清山：心理與教育統計學。台北，東華。民六十八年修正版。

徐正穩、路君約：圖形式智力測驗指導手冊。台北，行為科學社，民六十九年。

馬傳鎮、路君約：修訂加州心理成熟測驗指導手冊。台北，行為科學社，民六十年。

黃元齡：心理及教育測驗的理論與方法。台北，大中國，民六十五年再版。

張壽山：高雄市國民小學五年級學童智力之研究。高雄師範學院學報，第一期，民六十一年。

葉重新：心理測驗。台北，大洋，民六十九年修正版。

英文部份

AiKen, L. R. Psychological Testing and Assessment. Boston: Allyn & Bacon, 1976.

Anastasi, A. Psychological Testing. New York: Macmillan, 1976.

Back, R., & Dana, R. H. Examiner sex bias and Wechsler Intelligence Scale for Children scores. Journal of Consulting and Clinical Psychology, 1977, 45, 500.

Berkowitz, H. Effects of prior experimenter-subject relationships on reinforced reaction time of schizophrenics and normals. Journal of Abnormal and Social Psychology, 1964, 69,522-530.

Borstelmann, L.J. Sex of experimenter and sex-typed behavior of young children. Child Development,1961, 32,519-524.

Breyer,N.L., May, JR.J.G., & Gable, R.K. Effects of race and sex of experimenter and subject on responsiveness during nonreinforcement and reinforcement conditions. Psychological Reports, 1972, 31,515-524.

Brophy, J.E., & Good, T.L. Teacher-Student Relationships-Causes and Consequences. New York:Holt, Rinehart and Winston, 1974.

Brown, R. Social Psychology. New York: Free Press of Glencoe, 1965.

Carlson, E., & Carlson, R. Male and female subjects in personality research. Journal of Abnormal and Social Psychology, 1960,61, 482-483.

Cieutat, V.J. Examiner differences with the Standford-Binet IQ. Percept. mot. Skills, 1965,20, 317-318.

Cieutat, V.J., & Flick, G.L. Examiner differences among Standford-Binet items. Psychological Reports, 1967,21,613-622.

Doll, P.A., Fagot, H.J., & Himbert, J.D. Experimenter effect on sex-role preference among black and white lower-class male children. Psychological Reports, 1971, 29, 1295-1301.

Doll, P.A., Fagot, H.J., & Himbert, J.D. Experimenter effect on sex-role preference among black and white lower-class female children. Psychological Roports, 1973, 32, 427-434.

Exner, J.E., Jr. Variations in WISC performances as influenced by differences in pretest rapport.

Journal of General Psychology, 1966,74, 299-306.

Greenberg, R.P. Sexual bias on Rorschach administration. Journal of Personality Assessment,1972, 36, 336-339.

Harris, S. Influence of subject and experimenter sex in psychological research. Journal of Consulting and Clinical Psychology. 1971, 37,291-294.

Harris, S., & Masling, J. Examiner sex, subject sex and Rorschach productivity. Journal of Consulting and Clinical Psychology, 1970, 34, 60-63.

Hata, Y., Tsudzuki, A., Kuze, T., & Emi, Y. Relationships between the tester and the subject as a factor influencing on the intelligence test score: I. Japanese Journal of Psychology, 1958, 29, 99-104.

Hersen, M. Sexual aspects of Rorschach administration. Journal of Projective Techniques

1970, 34, 104-105.

Hersen, M. Sexual aspects of TAT administration: a failure at replication with an inpatient population. Journal of Consulting and Clinical Psychology, 1971, 36, 20-22.

Jensen, A.R. Bias in Mental Testing. London:Methuen, 1980.

Kanfer, F.H., & Karas, S.C. Prior experimenter-subject interaction and verbal conditioning. Psychological Reports, 1959, 5, 345-353.

Kinnie, E.J. The influence of nonintellective factors on the IQ score of middle-and lower-class children. (Doctoral dissertation, Purdue University ) Ann Arbor, Mich. :University Microfilms, 1970. No.71-9414

Marine, E.L. The effect of familiarity with the examiner upon Standford-Binet test performance. Teacher College Contributions to Education. 1929, No.381.

Masling, J., &Harris, S. Sexual aspects of TAT administration. Journal of Consulting and Clinical Psychology, 1969, 33,166-169.

Mishra, S.P. The influence of examiners’ ethnic attributes on intelligence test scores. Psychology in the Schools, 1980, 17,117-112.

Pedersen, D.M., Shinedling, M.M., & Johnson, D.L. Effects of sex of examiner and subject on children’s quantitative test performance. Journal of Personality and Social Psychology, 1968, 10, 251-254.

Quereshi, M.Y. Intelligence test scores as a function of sex of experimenter and sex of subject. Journal of Psychology, 1968, 69,277-284.

Rosenthal, R. Experimenter Effects in Behavior Research. New York: Irvington, 1976.

Rumenik, D. K., Capasso, D.R., & Hendrick, C. Experimenter sex effects in behavioral research. Psychological Bulletin, 1977, 84,852-877.

Sacks, E. Intelligence scores as a function of experimentally established social relationships between child and examiner. Journal of Abnormal and Social Psychology, 1952, 47, 354-358.

Samuel., W. Observed IQ as a function of test atmosphere, tester expectation, and race of tester: a replication for female subjects. Journal of Educational Psychology, 1977, 69,593-604.

Sattler, J.M. Assessment of Children’s Intelligence. Philadelphia: Saunders, 1974.

Seegmiller, B.R., Suter, B., Dunivant, N., & Baldemor, D. The effects of tester sex on sex-typed responses of preschooIers, Journal of Psychology 1979, 102, 215-224.

Shultz , T.R.,& Hartup, W.W. Performance under social reinforcement as a function of masculinity-femininity of experimenter and subject. Journal of Personality and Social Psychology, 1967, 6, 337-341.

Stevenson, H.W. Social reinforcement with children as a function of CA, sex of E, and sex of S. Journal of Abnormal and Social Psychology, 1961,63, 147-154.

Stevenson, H.W., Keen, R., & Knights, R.M. Parents and strangers as reinforcing agents for children’s performance. Journal of Abnormal and Social Psychology, 1963, 67, 183-186.

Stevenson, H.W., & Allen, S. Adult performance as a function of sex of experimenter and sex of subject. Journal of Abnormal and Social Psychology, 1964, 68, 214-216.

Tsudzuki, A., Hata, Y., & Kuze, T. A study of rapport between examiner and subject. Japanese Journal of Psychology, 1956, 27 22-28.

Tuma, J.M., & McCraw , R.K. Influences of examiner differences on Rorschach productivity in children. Journal of Personality Assessment, 1975, 39, 362-368.

Tyson, M.H. The effect of prior contact with the examiner on the Wechsler Intelligence Scale for Children scores of third-grade children. ( Doctoral dissertation, University of Houston ) Ann Arbor, Mich.: University Microfilms, 1968. No.69-784.

Williams, J.E., Bennett, S. M., & Best, D. L. Awareness and expression of sex stereotypes in young children. Developmental Psychology, 1975 11, 635-642.