The Golem effect is named after the Jewish mythological creature called golem who was supposedly animated by Rabbi Loew of Prague to protect the Jews therein. The Pygmalion effect’s theoretical counterpart, known as the Golem effect, is the psychological phenomenon whereby low expectations of supervisors result in poorer performance by their subordinates (Babad, Inbar & Rosenthal, 1982). Situation they studied was artificial rather than natural. Methods, this leads them open to the criticism that the The study involved the researcher’s attempting to control the Teachers and students were particularly susceptible to Howĭo we know that the responses were not just because these Teachers), and consequently may not be representative. The study was based on a small sample of children (and Testing have criticised the design of Rosenthal & Jacobson’s Necessarily a valid measure of ability – even supporters of IQ It is based on IQ tests which, as we have seen, are not.However, there are a few notes of caution in the study… They may only interpret the students’ behaviour in terms of The label will have implicationsįor the teachers’ expectations of the student. That the self-fulfilling prophecy was an actual phenomenon. The outcome of the study seemed to indicate that the teachers’ expectations, which had altered their treatment of the children, had influenced the children’s ability.Įvidence, Rosenthal and Jacobson argued that they had “proved” Nonetheless, 8 months later, when the children were given another IQ test, the results indicated that the scores of the ‘bloomers’ had increased significantly in comparison to those of the other children. Unbeknownst to the teachers, however, the so-called ‘bloomers’ were merely a randomly selected group from the student population. While the educators anticipated little from the average children, they paid enormous attention to the ‘bloomers’ by calling upon them in class more often and providing them with more comprehensive feedback when they erred (Schaedig, 2020). Only the names of the purported ‘bloomers’ were unveiled to the teachers. The teachers were merely informed that about 20% of the students were ‘bloomers’ who could be expected to outperform their classmates. Test and examine the school reports of the children in the The researchers returned a year later to administer another IQ Were told that they should be expected to make faster A class of students were administered an IQ test.Ģ0% of the class were selected and random, and the teachers. However, the scores were not revealed to the teachers. At the outset of the study, a disguised IQ examination was administered to the students. In their study, Rosenthal and Jacobson observed students in a California elementary school (Rosenthal & Jacobson, 1968). Labelling of students can have definite effects on achievement.Īlso known as the Rosenthal effect, the Pygmalion effect refers to the phenomenon wherein high expectations in a certain sphere of endeavor can yield improved performance (Mitchell & Daniels, 2003).ĭrawing on the Greek myth of Pygmalion, a sculptor who fell in love with a beautiful statue he had made and asked the gods to give him a wife resembling the sculpture (which request the gods eventually granted), Robert Rosenthal and Lenore Jacobson released their book Pygmalion in the Classroom, promoting the view that educators’ expectations for students can impact student performance (Rosenthal & Jacobson, 1968).
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