13 Rosenthal and Jacobson

Question 1

What You Expect is What You Get Year

Answer 1

1966

Question 2

What You Expect is What You Get Author

Answer 2

Rosenthal and Jacobson

Question 3

What You Expect is What You Get Background/Theory (3 things)

Answer 3

(1) Sometimes a behavior may result from nothing more than the experimenter’s own biased expectations.
(2) Rosenthal first demonstrated this by having one group of students think they were working with super intelligent rats and the other group think they were working with dumb rats. The first group had better learning results than the second, even though the rats were randomly assigned.
(3) Rosenthal suspected that when an elementary school teacher is provided with information that creates certain expectancies about students; potential (such as IQ), the teacher might unknowingly behave in ways that subtly encourage or facilitate the performance of students seen as more likely to succeed.

Question 4

What You Expect is What You Get Method/Results (4 things)

Answer 4

(1) students were given an intelligence test at the begninning of the year.
(2) Teachers were given names representing the top 20% who would be especially capable at learning, but in reality these names were random.
(3) at the end of the year, all children were measured again with the same IQ test.
(4) children that were expected to do better demonstrated greater improvement than the other students.

Question 5

What You Expect is What You Get Significance (2 things)

Answer 5

(1) the expectancy effect previously demonstrated in laboratory settings also appeared in real-world settings.
(2) the effect was very strong in early grades, but not in later grades because younger children have less established reputations, they are more receptive to change, and they may pick up on subtle cues better.

Question 6

What You Expect is What You Get Legacy (3 things)

Answer 6

(1) Research: teachers were told certain students were extremely brigh (actually random) and then videotaped. The teachers clearly favored the bright students (smiled at more, eye contact more).
(2) Research: Rosenthal did a meta analysis and found the expectancy effect to apply to psychological researchers, teachers, judges, business executives, and health care providers. (3) Research: African American children are sent to school psychologists for assessment more often than caucasian students.