In a Rosenthal-style study, teachers are told (falsely, at random) that certain students are "academic late bloomers" likely to surge in achievement. Eight months later, these randomly chosen students show greater IQ gains than classmates, and teachers rate them as more curious. Observers note teachers smiled more, called on them sooner, and gave longer feedback.
The students' improved performance best demonstrates:
- A
Just-world bias
- B
Group polarization
- Ccheck_circle
A self-fulfilling prophecy mediated by teacher behavior
- D
Stereotype threat suppressing performance
Explanation
Rosenthal's Pygmalion effect is a self-fulfilling prophecy: teacher expectations alter behavior toward students, which elicits the expected outcomes.