Three third-grade, three sixth-grade, and three adult female examiners tested 108 kindergarten and third-grade girls, half of whom were familiar to them, on three individually administered measures. No differences in performance on any measure as a function of familiarity were found at either grade level. No differences by examiners of different ages were noted on the numerical test, while differences in favor of the third-grade examiners were found on the classification test (p = .07, n.s.) and on the Wechsler Intelligence Scale for Children (WISC) vocabulary subtest (p = .01). The effects of interpersonal and task-related variables were discussed, along with implications for peer instruction. (Author)