The University of North Dakota conducted a psychology experiment that revealed how expectations influence performance, demonstrated through lab rats. Students were misled about the genetic predisposition of their rats, labeled either 'maze-bright' or 'maze-dull.' Despite no genetic differences, the 'maze-bright' rats outperformed their counterparts due to the students' subconscious bias and differing treatment. This concept extended to education when Robert Rosenthal partnered with a school principal, illustrating that teacher expectations can significantly enhance academic performance among students labeled as 'blossomers' based on a fabricated test, highlighting the power of belief.
Rosenthal's research found that subtle, often subconscious, expectations can alter outcomes-not only for rats but also for humans.
The results of the 'Harvard Test of Inflected Acquisition' showed that teacher expectations could significantly enhance student performance, changing the educational outcomes.
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