Reading: Hock 13 -What You Expect Is What You Get
Reading: Hock 13 -What You Expect Is What You Get APSY.UE.0002
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This 1 page Class Notes was uploaded by Brianda Hickey on Monday April 4, 2016. The Class Notes belongs to APSY.UE.0002 at NYU School of Medicine taught by Adina Schick, in Spring 2016. Since its upload, it has received 42 views. For similar materials see INTRODUCTION TO PSYCHOLOGY AND ITS PRINCIPLES in Psychlogy at NYU School of Medicine.
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Date Created: 04/04/16
Reading: Hock 13 -What You Expect Is What You Get Rosenthal and Jacobson’s Study: Tested how the experimenter expectancy eﬀect may be translated into a classroom setting Theoretical Propositions Rosenthal Suspected: When an elementary school teacher is provided with information that creates certain expectancies about student’s potential, whether strong or weak, the teacher might unknowingly behave in ways that subtly encourage or facilitate the performance of the students seen as more likely to succeed. Creates a self-fulﬁlling prophecy of actually causing those students to excel Method Experiment took place in elementary school - Oak School All the students in grades 1 through 6 were given an intelligence test near the beginning of the academic year (the Tests of General Ability, TOGA) The teachers were told that the students were being given the “Harvard Test of Inﬂected Acquisition” depiction important- created expectancies in the minds of the teachers Teachers were further explained: the test was designed to serve as a predictor of academic blooming or spurting the predictive ability of the test was not true 3 classes each of grades 1-6; 18 teachers (16 women, 2 men) Each teacher was given a list of names of student in their classes who has scored in the top 20% on the Harvard Test (identiﬁed as potential academic bloomers) The children on the teachers; top 10 lists had been assigned to this experimental condition purely at random At end of school year, all children at the school were measured again with the TOGA and the degree of change in IQ was calculated for each child Results the children for whom the teachers had expected greater intellectual growth averaged signiﬁcantly greater improvement than did the control children The diﬀerence was accounted for by the huge diﬀerence in grades 1 and 2 Two Major Findings: 1. The expectancy eﬀect previously demonstrated in laboratory settings also appeared to function in less experimental, real-world situations 2. The eﬀect was very strong in the early grades, yet almost nonexistent for the older children
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