title: The role of affective assessment in intelligence testing.
abstract: Based on the tenets of logical learning theory and the research in its support, it was predicted that subjects (87 seventh and eighth graders) would score higher on subtests of the Wechsler Intelligence Scale for Children which they had assessed positively than on those which they had negatively assessed. This superiority on liked over disliked subtests was also predicted to be greater for Black than for White subjects and for lower class, compared with middle class, subjects. Subjects performed significantly better on their liked than on their disliked subtests, p < .01, supporting the telic human image advanced by logical learning theory. No racial or social class differences in this effect were seen.
authors.affiliation: Purdue University, USA.
authors.forename: J M
authors.initials: JM
authors.lastname: Rumsey
authors.forename: J F
authors.initials: JF
authors.lastname: Rychlak