Interpersonal Perception: Inferring Ability After Influencing Performance

摘要教师、教练、辅导员、父母对那些他们试图影响其技能和表现的人的能力得出了结论吗？如果一名学生只有在老师的帮助或提示下才表现良好，老师会给学生的智力打分，高于或低于对帮助相对反应迟钝、但在没有帮助的情况下表现得相当好的学生的智力？在以前的研究中，这些问题都是以一种不系统和不确定的方式来解决的。本研究旨在提出这些和类似的问题，考察以下因素：(1)教师选择的线索和学生登记的成功之间的一致性程度；(2)教师的特定目标或取向。初步研究表明，当教学目的提高时，智力评估会有很大不同。这样的评估(以教师期望的形式)在指导教师行为方面非常重要，通常还会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.