Abstract
The effect of test content and context on the anxiety-intelligence relationship was investigated by group-administering an intelligence measure presumably free of anxiety provoking cues, comprehension of cartoons, and several conventional intelligence and achievement measures to 177 boys and girls in Grades 4-6 in greater Tel-Aviv. Since the humor comprehension intelligence measure was as negatively correlated with test anxiety as were the conventional measures, it was concluded that trait anxiety is not a sufficient explanation of the anxiety-intelligence relationship.
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