Abstract
Rosenthal suggests teachers' expectancies can influence pupil behavior as measured by gain in IQ. Following his design, 19% of 796 Ss in 36 classes at 3 elementary schools were identified to their teachers as showing exceptional potential for intellectual gain, when in fact their names had been randomly selected. After one semester no trends could be drawn from analyses of grade level, sex, and minority group membership; nor was the “expectancy advantage” of the selected Ss significant ( p < .05). Measuring gain in IQ for a semester rather than a year and the mechanics of first grade test administration were discussed, as well as the question of pervasiveness of the expectancy effect.
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