PERSONAL VARIANCE ON TESTS OF COGNITIVE ABILITIES

Abstract

In an effort to optimize individual performance, researchers have been evaluating the effect of inter-personal expectations on performance for near-ly five decades. While a myriad of studies have focused on the effect of posi-tive expectations on individual performance longitudinally (the Pygmalion Ef-fect) and a handful of other studies have evaluated the effect negative ex-pectations have on individual performance longitudinally (the Golem Effect), research has failed to assess the immediate effects these phenomena have on individual performance. In an effort to more comprehensively understand these two phenomena, this study used a group of 150 undergraduates to evaluate the effect to which positive and negative expectations moderated individual performances on a standardized test of cognitive abilities. Prelimi-nary data support the hypothesis that there will be a significant difference in the performance of individuals from the positive and negative expectation groups. Implications for educators, trainers, and related application are dis-cussed. Funded by CRL UROP Grant