ERIC Number: ED229129
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Effects of Child Age and Label on Instructor Expectation and Performance.
Toner, Ignatius J.; Hagan, Margaret S.
The present study explored the dynamics of expectancy effects. The process by which labels about children provided to adults (but not to the children themselves) achieve their outcomes was investigated. Forty-eight undergraduate females were provided with information about children whom they were to instruct; each undergraduate was then individually video taped, while alone, presenting rules for a task which would assess the child's delay of gratification. The information provided beforehand focused on the age and on the patience or friendliness of the child who would view the tape. Instructors who were told that the child was patient were more likely to read the rules verbatim than were instructors given the task-irrelevant label about the child. Further, for instructors expecting a 5-year-old to view their tape, those told that the child was patient took more time initially presenting the rules than did those told nothing about the child's patience. For instructors expecting a 10-year-old to view their tape, those told that the child was patient took significantly less time presenting the rules than did instructors told nothing about the child's patience. The instructors' predictions of their child's self-control were affected by the supposed age of the child but were not affected by the label. In addition, these predictions were not related to any behavior the instructors demonstrated on the video tape. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Expectations
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Detroit, MI, April 21-23, 1983).