What You Expect Is What You Get Stefany Holdsworth Mariah Wolf Goeun Na Lindzee Newsom James Deahl.

What You Expect Is What You Expect Is What You GetWhat You Get

Stefany HoldsworthStefany HoldsworthMariah WolfMariah WolfGoeun NaGoeun Na

Lindzee NewsomLindzee NewsomJames DeahlJames Deahl

Intelligence, Cognition and MemoryIntelligence, Cognition and Memory

Self-fulfilling prophecy= if we expect Self-fulfilling prophecy= if we expect something to happen in a certain way, our something to happen in a certain way, our expectation will tend to make it so. expectation will tend to make it so.

Idea of self-fulfilling prophecy first started Idea of self-fulfilling prophecy first started in 1911 with “Clever Hans.”in 1911 with “Clever Hans.”

Mr. von OstenMr. von Osten


Experimenter expectancy: Robert Experimenter expectancy: Robert RosenthalRosenthal

““Maze-Bright” ratsMaze-Bright” rats

““Maze-Dull” ratsMaze-Dull” rats

Introduced how biases can occur outside Introduced how biases can occur outside the laboratorythe laboratory

““Pygmalion Effect”Pygmalion Effect”


MethodMethod In cooperation with Oak School In cooperation with Oak School

Administration: Grades 1-6 give IQ testAdministration: Grades 1-6 give IQ test Tests of General Ability: TOGATests of General Ability: TOGA Nonverbal test so the student’s scores Nonverbal test so the student’s scores

wouldn’t depend upon school-learned wouldn’t depend upon school-learned skills and one that the teachers at the skills and one that the teachers at the school were not familiar with.school were not familiar with.


Study DesignStudy Design Test given at the beginning of the Test given at the beginning of the

year.year. Teachers were told the students Teachers were told the students

were given the “Harvard Test of were given the “Harvard Test of Inflicted Acquisition.” The deception Inflicted Acquisition.” The deception was important to give teachers was important to give teachers certain expectations from the certain expectations from the students. students.


Teachers were given the names of the Teachers were given the names of the students that had scored in the top 20% of students that had scored in the top 20% of the Harvard test. the Harvard test.

Key to the Study:Key to the Study: Students’ names were purely chosen at Students’ names were purely chosen at

random for this sample (experimental random for this sample (experimental group).group).

Only difference between these children and Only difference between these children and the others (control group) is that they had the others (control group) is that they had been identified by the teachers as ones that been identified by the teachers as ones that would show unusual intellectual gains.would show unusual intellectual gains.


Near the end of the school year, students Near the end of the school year, students were given the TOGA test once again. were given the TOGA test once again.

The degree in change of I.Q. was The degree in change of I.Q. was calculated for each child. calculated for each child.

Differences in the control and Differences in the control and experimental group could then be experimental group could then be examined to see if the expectancy effect examined to see if the expectancy effect had been created in a real-world setting. had been created in a real-world setting.


ResultsResults

For the entire school, the children for For the entire school, the children for whom the teachers expected greater whom the teachers expected greater intellectual growth averaged intellectual growth averaged significantly greater improvement significantly greater improvement than did the control children.than did the control children.

0

5

10

15

20

25

30

I.Q. Increase (points)

First Third Fifth

Grade Level

I.Q. Score Gains: Grades 1-6

ControlGroup

ExperimentalGroup(identified"bloomers")

0

20

40

60

80

Percentage of children

10 points 20 points 30 points

Amount of gain

Percentage of 1st and 2nd Grade Students with Major Gains in I.Q. Scores

ExperimentalGroup(IdentifiedBloomers")

ControlGroup


DiscussionDiscussion As Rosenthal suspected, the As Rosenthal suspected, the

teacher’s expectations of their teacher’s expectations of their students’ behavior became a self-students’ behavior became a self-fulfilling prophecy. fulfilling prophecy.

Rosenthal suggested the importance Rosenthal suggested the importance of why the self-fulfilling prophecy of why the self-fulfilling prophecy was not demonstrated in the higher was not demonstrated in the higher grade levels.grade levels.


1. Younger children are more 1. Younger children are more malleable or “transformable.” Even malleable or “transformable.” Even if they are not, teachers have a if they are not, teachers have a tendency to believe that they are. tendency to believe that they are.

2. Younger students don’t have as 2. Younger students don’t have as well-established reputations.well-established reputations.

3. Younger children may be more easily 3. Younger children may be more easily influenced and more susceptible to influenced and more susceptible to the subtle and unintentional the subtle and unintentional processes that teachers use to processes that teachers use to communicate performance communicate performance expectation to them. expectation to them.

4. Lower-grade teachers may 4. Lower-grade teachers may communicate their expectancies more communicate their expectancies more often than higher-grade teachers.often than higher-grade teachers.


Significance of FindingsSignificance of Findings The real importance of the study The real importance of the study

relates to the potential long-lasting relates to the potential long-lasting effects of teachers’ expectations on effects of teachers’ expectations on the scholastic performance of the scholastic performance of students. students.

Leads to the question of the fairness Leads to the question of the fairness of I.Q. tests. of I.Q. tests.


Subsequent ResearchSubsequent Research Chaiken, Sigler, and Derlega (1974)Chaiken, Sigler, and Derlega (1974) Teachers had been informed that Teachers had been informed that

certain students were extremely certain students were extremely bright.bright.

Recorded classrooms by video camera Recorded classrooms by video camera to detect subtle ways which influenced to detect subtle ways which influenced the brighter students’ performance the brighter students’ performance (i.e. eye contact, favorable reactions (i.e. eye contact, favorable reactions from other students, and more from other students, and more constructive comments from teachers)constructive comments from teachers)


Recent ApplicationsRecent Applications Rosenthal’s theory of “interpersonal Rosenthal’s theory of “interpersonal

expectancies” has exerted its expectancies” has exerted its influence in numerous areas other influence in numerous areas other than education.than education.

1996 and 1997: over 50 scientific 1996 and 1997: over 50 scientific articles citing Rosenthal’s articles citing Rosenthal’s “Pygmalion” research.“Pygmalion” research.


Recent ApplicationsRecent ApplicationsMadon, Jussim, and Eccles (1997):Madon, Jussim, and Eccles (1997): (Madon is a professor at ISU and is (Madon is a professor at ISU and is

currently researching self-fulfilling currently researching self-fulfilling prophecies in educational settings.prophecies in educational settings.

This study found that low-achieving This study found that low-achieving children were significantly more children were significantly more likely to be influenced by teachers’ likely to be influenced by teachers’ expectations than high-achievers.expectations than high-achievers.


Recent ApplicationsRecent Applications

Discussion- How these studies might Discussion- How these studies might effect:effect:

Racial profilingRacial profiling Sex biasesSex biases Child achievement in the homeChild achievement in the home Socio-economic statusSocio-economic status

DiscussionDiscussion

Do you think it’s possible that some children’s Do you think it’s possible that some children’s learning abilities may have been stunted due learning abilities may have been stunted due to an unsatisfactory test score, leading to to an unsatisfactory test score, leading to negative or insufficient attention from the negative or insufficient attention from the teacher?teacher?

How would you react if you were the teacher How would you react if you were the teacher and you were given I.Q. scores? Would you and you were given I.Q. scores? Would you treat students differently according to their treat students differently according to their scores?scores?

Do you think the self-fulfilling prophecy is Do you think the self-fulfilling prophecy is true?true?

What You Expect Is What You Get Stefany Holdsworth Mariah Wolf Goeun Na Lindzee Newsom James Deahl.

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