Error and bias in the selection of data

Rosenthal, Robert

doi:10.1017/s0140525x00005379

Cited by 4 publications

(1 citation statement)

References 84 publications

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“…Although the evidence is strong that Burt's errors were intentional, we cannot be sure of the matter. That is often the case also in instances where fabrication of data is not the issue but where there are massive self-serving errors of citation of the literature (for examples, see Rosenthal, 1980).…”

Section: Intentional Effectsmentioning

confidence: 99%

Experimenter and clinician effects in scientific inquiry and clinical practice.

Rosenthal¹

2002

Prevention & Treatment

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Interactional and noninteractional effects of the scientist and of the clinician are described and contrasted. Noninteractional effects are those in which there is no direct effect of the scientist or clinician on the behavior of the research participant or patient. Interactional effects are those in which there is a direct but unintentional effect of the scientist or clinician on the behavior of the research participant or patient. Examples of experiments on interpersonal expectancy effects are drawn from laboratory studies of human and animal research participants and from experiments on the effects of teacher expectation on intellectual performance. Meta-analytic results of studies of interpersonal expectancy effects are presented as are some implications for research methodology, for the study of nonverbal communication and for the practical consequences of these phenomena in everyday life.

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Section: Intentional Effectsmentioning

confidence: 99%

Experimenter and clinician effects in scientific inquiry and clinical practice.

Rosenthal¹

2002

Prevention & Treatment

Self Cite

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The Self-Fulfillment of the Self-Fulfilling Prophecy

Wineburg

1987

Educational Researcher

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Few ideas have influenced educational research and practice as much as the notion of the self-fulfilling prophecy. Yet despite the impact of the "educational self-fulfilling prophecy," the empirical status of the construct, as applied to the effect of teacher expectations on student IQ, remains equivocal. Lack of evidence was apparent even in the now-classic "Pygmalion Study" (Rosenthal & Jacobson, 1968), which claimed to show that teachers" expectations affect student intelligence. Despite criticism of the study and failure to replicate the effect in different settings, Pygmalion became one of the most cited studies in education. What made the educational self-fulfilling prophecy so durable when many other ideas in education have a fleeting half-life? How was research that was much contested in scholarly circles used by the courts and portrayed in the media? This paper examines these questions.

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Pygmalion Effects: Existence, Magnitude, and Social Importance

Rosenthal

1987

Educational Researcher

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Error and bias in the selection of data

Cited by 4 publications

References 84 publications

Experimenter and clinician effects in scientific inquiry and clinical practice.

Experimenter and clinician effects in scientific inquiry and clinical practice.

The Self-Fulfillment of the Self-Fulfilling Prophecy

Pygmalion Effects: Existence, Magnitude, and Social Importance

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