Correlational bias in observer ratings.

Berman, Jeffrey S.; Kenny, David A.

doi:10.1037/0022-3514.34.2.263

Cited by 103 publications

(80 citation statements)

References 37 publications

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“…These expectations were dubbed as implicit theory of personality (Bruner & Tagiuri, 1954). Moreover in perceivers' judgments, the correlations between such traits that "go together" tend to be overestimated (Berman & Kenny, 1976) and they are as pervasive when perceivers judge total strangers as when they judge familiar targets (Passini & Norman, 1966). Subsequent research relying on data reduction techniques such as multidimensional scaling (Rosenberg et al, 1968) and cluster analysis (Cantor & Mischel, 1977;Rosenberg & Sedlak, 1972) obtained generally convergent results in defining the semantic structure underlying impressions of personality.…”

Section: The Implicittheory Of Personality As An Associative Memory Smentioning

confidence: 97%

False Memories and Impressions of Personality

Garcia‐Marques¹,

Ferreira²,

Nunes³

et al. 2010

Social Cognition

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We extended the false memories paradigm to the study of impressions formation. Traits most commonly used in describing person-targets were employed to identify the four clusters underlying the implicit theory of personality semantic structure (intellectual positive and negative; social positive and negative). Finally, we developed lists including semantic neighbors of the traits closest to the clusters' centroid and athematic (non-trait) words. Participants were presented with these lists and instructed to either form an impression of a person described by those words or simply to memorize them. Impression formation relative to memory participants produced higher levels of false memories of lures corresponding to the same cluster of the list traits and the reverse pattern was found for a-thematic words. Parallel results from a gist test suggest that forming impressions implies the activation of a specialized associative memory structure underlying the referred bi-dimensional implicit theory of personality (Rosenberg, Nelson, & Vivekananthan, 1968). "Key words that is [sic] my life: Energy.

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Section: The Implicittheory Of Personality As An Associative Memory Smentioning

confidence: 97%

False Memories and Impressions of Personality

Garcia‐Marques¹,

Ferreira²,

Nunes³

et al. 2010

Social Cognition

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“…. .raters often appear to possess assumptions concerning the co-occurrence of related items' (Berman and Kenny, 1976) quoted in Podsakoff et al (2003 p. 881), such as the relationship between traffic crashes and aberrant behaviour. As discussed, this may also explain our findings on violations and errors.…”

Section: Study Limitationsmentioning

confidence: 98%

Relationships amongst psychological determinants, risk behaviour, and road crashes of young adolescent pedestrians and cyclists: Implications for road safety education programmes

Twisk

Commandeur

Vlakveld

et al. 2015

Transportation Research Part F: Traffic Psychology and Behaviou

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“…Unfortunately, there appears to be a lack of consensus on the extent to which covariance in ratings of dimensions of personality or performance is biased by systematic distortion. Several studies (e.g., Berman and Kenny, 1976;Cadwell and Jenkins, 1985;Hamilton and Rose, 1980;Kozlowski et al, 1986;Shweder, 1975Shweder, , 1977Shweder, , 1982Shweder and D'Andrade, 1980) report that ratings are strongly influenced by systematic distortion, while other studies (e.g. , Cooper 1981;Jackson, Chan, and Stricker, 1979;Paunonen and Jackson, 1979;Romer and Revelle, 1984;Weiss and Mendelsohn, 1986) found no support for the systematic distortion hypothesis.…”

mentioning

confidence: 95%

“…The effects of systematic distortion or conceptual association bias have been studied in several different areas, including general personality assessment (Berman and Kenny, 1976;Block, Weiss, and Thorne, 1979;Hamilton and Rose, 1980;King and Koehler, 2000;Paunonen and Jackson, 1979;Riemann and Angleitner, 1993;Shweder, 1975), clinical applications (Chadwick and Taylor, 2000;Chapman, 1967, 1969;Dollinger, Greening, and Radtke, 2001;Shweder, 1977;Shweder and D'Andrade, 1980), job performance evaluations (Cooper, 1981;Dewhirst and Berman, 1978;Kozlowski, Kirsch, and Chao, 1986;Vonk, 1998), and student ratings of instructors (Cadwell and Jenkins, 1985;Lodzinski, 1991;Lodzinski, Schneider, and Murray, 1991;Whitely and Doyle, 1976). Unfortunately, there appears to be a lack of consensus on the extent to which covariance in ratings of dimensions of personality or performance is biased by systematic distortion.…”

mentioning

confidence: 99%

Factorial Validity of Student Ratings of Instruction

Renaud

Murray

2005

Res High Educ

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This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors. Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students' similarity judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations; and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference ratings.Reviews of the research literature indicate that student ratings of teaching effectiveness are positively related to objective measures of student learning, and thus can be seen as valid indicators of instructional quality (e.g., Cohen, 1981;Marsh, 1984;Murray, 1980). In his meta-analysis of validity studies, Cohen (1981) found an average correlation of 0.43 between mean student ratings of instructors and mean student performance on common final exams in multi-section courses.

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Correlational bias in observer ratings.

Cited by 103 publications

References 37 publications

False Memories and Impressions of Personality

False Memories and Impressions of Personality

Relationships amongst psychological determinants, risk behaviour, and road crashes of young adolescent pedestrians and cyclists: Implications for road safety education programmes

Factorial Validity of Student Ratings of Instruction

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