Summary Of The Rosenthal And Jacobson Experiment

A study intending to emulate the results expressed in the original study was performed on preschool aged children exposing them to similar variables as those in the original study (Hui, 2007). The study showed no empirical evidence that listening to Mozart is more beneficial for children than ulterior conditions (Hui, 2007). This disproves the belief that listening to Mozart makes a child smarter also making the generalization from the Rauscher et al (1993) inconclusive. There are also a number of other factors that have been overlooked when comparing the finding of the original study to the Mozart effect in children. Another discerning factor expressed in the original study was the test used to assess intelligence between the participants. The portion of the Stanford-Binet test used in the original study focuses on one aspect of intelligence, namely, spatial reasoning (Rauscher et al, 1993). Therefore, it would be invalid to assume that high scores on this specific test delineate an increase in overall general intelligence. The test itself is also bias as specific cultures outperform others, as cultural environment has an influence on intelligence, which may lead to deficits in the results found (Weinberg, 1989). Sternberg (2004) found that IQ tests are effective at predicting academic success in western individuals but are not conclusive measures of overall intelligence or ability to succeed. Gardner (1999) also proposed that IQ test also

The work of David Rosenhan has inspired many people after him to look into how psychological clinics and hospitals work in admitting and their behavior towards those who seek their assistance, whether they be sane or insane. Two of such people are Lauren Slater and Mike Smith.

“The Flynn Effect is the tendency of IQ scores to change over time, and specifically, the apparent increase in intelligence in the general population evidenced by a steady increase in IQ scores. It was first noticed by James Flynn” (The Flynn Effect). As years went by and IQ tests were restandardized, it was noticed that when previous tests were taken the outcomes were better on the previous tests than the tests that were in current circulation. The Flynn Effect has a number of factors that can attribute to the effect taking place. One factor in particular that has been discussed by many different people is the factor of overall better nutrition. Overall better nutrition has occurred in many places over the last 100 years or so. This improvement has been linked to head growth, earlier maturation of children, increased height, and faster growth (Williams). Increased head growth most likely means that human brains are growing which can subsequently be linked to the increased intelligence that is proven by IQ scores. The earlier maturation and faster growth of children can also be linked to how a population’s intelligence improves over many years. The Flynn Effect and nutrition are related through the correlation of increased intelligence and increased overall nutrition.

IQ tests can be considered biased measures of intelligence, as there are many factors that have to deal with it. Even though IQ test are total fairness it all depends on a person’s social interaction rate. For example, if a test taker comes from a third world country where education is not available vs. a test taker here the scores will range. Bias is present when a test score has implications that relevant showing the portrayal of the subgroup of test takers. It often has to do with social viewpoint and knowledge about the world.

Prior to their experiments, there were several explanations for this phenomenon, including that black students were actually less intelligent than others. However, Steele and Aronson did not believe this was the cause of the lower grades, and that it may actually be caused by the notion that black students were supposed to achieve lower grades than other students. The experiment that Steele and Aronson came up with consisted of a difficult, frustrating test administered to over 100 college students. They told some students with similar SAT scores that the test was not designed to measure cognitive skills while other groups of students were told the test was designed to measure intellectual aptitude. The group of students whose test was not for measuring cognitive skills scored similarly, regardless of race. Contrarily, black students who took the test measuring abilities scored significantly less than black students whose test was not for measuring cognitive skills, while the scores of white students were similar between both tests. In addition, the same effect on scores was present when students were asked to identify their race prior to taking the test. After conducting this experiment, Steele and Aronson were able to conclude that standardized tests are not exactly standardized. The way tests are worded or presenting information in any way that implies stereotype threat automatically puts some students at

In the video “The Power of Belief.” by TedTalks, there were 40% of fixed mindset kids who lied about their test scores when they were writing letters. They knew their scores but they still lied to try and seem smart. They did this because there were appraised by adults that they were naturally smart and not that they tried really hard.

The main points of Dwerks article was that many people are pressured to be “smart”. Students often question their intelligence based by a fixed mindset. A fix mindset is comparing someone who you think has more intellect then yourself because people often confuse having a talent/gift instead of working hard to achieve that goal. Self esteem has a lot to do when it comes to accomplishing your goal. When students don't understand a problem or when it becomes difficult they automatically shut down and perceive themselves as being dumb. Brainology changes that outlook by having a growth mindset instead of putting yourself down, they still want you to challenge yourself. Its not about who is more smart its about who puts the most effort in their

In most cases of science, things are measured and observed and analyzed. With things such as religion and philosophy, there's no way of gathering data to analyze. Since it cannot be analyzed, science cant prove or disprove it.

Albert Einstein once said "everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole existence thinking it is stupid". There are many students who relate to that fish believing they are unintelligent and useless. Believing that they cannot possibly succeed in the education system. The education system is failing to teach students and bring out their maximum potential. Everyday thousands of students drop out of school because they are failing to succeed. Gerald Graff argues in his article “Hidden Intellectualism” that the educational institution are failing to nurture students. Therefore, Graff believes that some students would be more willing to learn and have better success if they were taught things that interest them rather than subjects that interest the teachers. I agree with Graff because he writes about the misconception of intellectualism and how individuals think that solely the "geeks or the nerds" can have academic success. Individuals are completely forgetting that some students hidden intellectualism is found not in book smarts, but rather street smarts, suggesting that teachers should tap into students hidden intellectualism so that it can no longer be hidden.

In the summer of 1971, male college students were seeked for a “psychological study of prison life” led by Philip Zimbardo (Zimbardo). Zimbardo, then a psychology professor at Stanford University, aimed to investigate how willingly people would adhere to the roles of guard and prisoner in a simulated prison. Of more than 75 applicants, 21 law-abiding, physically healthy and emotionally stable students were chosen. They were each to be paid $15 a day and the experiment was set to run for one to two weeks in the basement of Stanford’s psychology building. Participants were divided into 10 prisoners and 11 guards by the flip of a coin. Hidden microphones and a camera were used to record much of the interaction between guards and prisoners.

One interesting finding was that of the Rosenthal effect, also known as The Pygmalion effect. This was tested by giving teachers a list of their prospective students’ IQ scores. The takeaway from this study was that teachers would treat and grade students differently based on the IQ scores that they were given. They would hold the students with the “higher IQs” in higher regard, even though they were fake scores and did not actually reflect the abilities of the students. The Rosenthal effect has an incredible impact on society today. We may completely misjudge other people or be completely misjudged by them depending on information, sometimes true and other times not, that is

In the earlier year of psychology and research there had been ways on how to calculate different subjects that would be used to portray the demographics of social groups. One of which is intelligence testing. Looking back in the history of intelligence testing, there had been many studies conducted on intelligence that indicated some strong theories on what determines intelligence. The most controversial involving race and ethnicity. Modern research has made much advancements to say that these researchers did not realize was that there was much flaw in their procedures. Not to mention that the obliviousness may have been a result of subjectivity. These claims can be invalidated by many studies with revealing the

In experimenter bias, as you mentioned, researchers have the tendency to see what they want or expect to see. In conducting a research study, they start their research with personal and subjective prejudices to arrive at the conclusions they wanted. Cybil Burt, the famous psychologist known for his studies on the heritability of IQ falsified data through experimenter bias. He concluded that children of higher socioeconomic status are more intelligent than children from working classes (Fancher, 1985). As a result, a two-tier educational system was created in England in the 1960's, but was later abolished and replaced with a better system. Further analysis showed that Burt's data were fabricated and that intelligence is not hereditary.

For decades I.Q. testing has been seen as: controversial, insufficient, errorful, and unreliable when it comes to determining intellect. Used nowadays in standardized testing for public school systems as a way to measure their student’s “intelligence” in school and determine the federal funding for each school on a yearly basis. Many have seen this as unfair and wrongful of the government to try and measure something so intricate and vital to everyday living into simple numbers and figures. Then tell those who don’t land within certain parameters that they are useless in the real world.

I knew about the Binet-Simon test (Lecture 6a) because in the 1960s I had one each year in school. I had other tests like the Binet-Simon test each year the other children in my class did not have. I did not know the scores or what other tests were given to me, however they must have been good scores because a couple of men came to speak with my parents. I did not know anything about IQ tests before this class. I thought I would have more information on the IQ test when taking psychology and sociology, yet there was no class information on the tests so I could make sense of all the testing I went through as a child.