Interpersonal Perception: Inferring Ability After Influencing Performance

摘要 教师、教练、辅导员和家长如何就他们试图影响其技能和表现的人的能力得出结论？ 如果一个学生只有在老师的帮助或指导下才能表现良好，那么老师对这个学生的智力评价是否会高于或低于一个对帮助反应相对迟钝但在没有帮助的情况下表现很好的学生的智力呢？ 在以前的研究中，这些问题的解决方式不系统且没有结论。 本研究旨在提出这些和类似的问题，研究以下因素：(1) 教师选择的线索与学生记录的成功之间的一致性程度，以及 (2) 教师的特定目标或方向。 初步研究表明，当教学目的提高时，对智力的评估有很大不同。 这种评估（以教师期望的形式）对于指导教师行为极其重要，并且通常可以创造自我实现的预言。

ABSTRACT How do teachers, coaches, counselors, and parents reach conclusions about the abilities of those whose skills and performances they are attempting to influence? If a student does well only when assisted or clued by the teacher, will the teacher rate the student's intelligence higher or lower than the intelligence of a student who is relatively unresponsive to help, but does quite well without it? These questions have been addressed in an unsystematic and inconclusive way in previous studies. This research is designed to pose these and similar questions, looking at such factors as (1) the degree of convariation between clues chosen by the teacher, and successes registered by the student and (2) the particular goal or orientation of the teachers. Preliminary studies show that intellectual ability is evaluated very differently when the purpose of instruction is raised. Such appraisals (in the form of teacher expectancies) can be extremely important in guiding teacher behavior and, often, creating self-fulfilling prophecies.