Pygmalion in Reverse
Pygmalion in Reverse
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皮格马利翁的逆转
DOI：
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发表时间：
1977
期刊：
影响因子：
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通讯作者：
Elisha Y. Babad
中科院分区：
文献类型：
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作者：
Elisha Y. Babad
在8个弱智班研究了学习潜能和教师期望对弱智儿童智商、学业成绩和教师评价的影响。58名EMR受试者按照2 1/2设计分为四组，首先根据他们真正未实现的智力潜力（高和低LP），然后随机分为期望组（高和低）。研究对象在学年开始和结束时进行了测试。智商，尤其是它的推理部分，受学习潜力的影响，而不受老师期望的影响。在大多数教师评分和一些客观成就分数的变化中发现了一致的互动效应，其特征是高lp /高期望组的意外自卑。
The effects of learning potential (LP) and teacher expectancies on IQ, school achievements, and teacher ratings were studied in eight special classes for the retarded. Fifty-eight EMR subjects were divided into four groups in a 2 1/2 design, first according to their true unrealized intellectual potential (high and low LP) and then at random into expectancy groups (high and low). The subjects were tested at the beginning and the end of the school year. The IQ, and particularly its reasoning component, was affected by learning potential, but not by teacher expectancies. A consistent interaction effect was found for changes in most of the teacher ratings and some of the objective achievement scores, characterized by unexpected inferiority of the high-LP/high-expectancy group.