Interpersonal Perception: Inferring Ability After Influencing Performance

摘要 教师、教练、辅导员和家长如何接触 关于那些技能和 他们试图影响的表现？ 如果学生 只有在老师的帮助下， 评价学生的智力高于或低于 一个对帮助反应相对迟钝的学生的智力， 但没有它也很好 这些问题一直是 在以前的报告中， 问题研究 这项研究旨在提出这些和类似的 问题，看这些因素（1）的程度 教师选择的线索与成功之间的共变 （2）学生注册的特定目标或 教师的方向。 初步研究表明， 智力能力的评价是非常不同的， 提出了教学目的。 这种评价（以 教师的期望）可以是非常重要的指导 教师的行为，并经常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.