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Finally, Taylor set a revised version of the multiple-choice test under three different instructions to three random samples of a total of 830 pupils of average and above average ability. The aim of the instructions was to dispose the pupils so as (a) to inhibit tendency to guess, (b) to be neutral towards guessing and (c) to encourage it. Analysis of variance of scores showed there to be no significant effect attributable to instructions. However, there were fewer 'omits and unfinished' items than would be expected by chance arising from the inhibiting instructions (a), the level expected by chance from the neutral instruction (b) and more from the instructions encouraging guessing (c).