Intelligence Scale for children; WISC

The study measured the effects of attempted manipulation of tutors ' expectations on the intellectual growth of their pupils. Tutors were given spurious information, allegedly based on testing, as to current and predicted intellectual fucntioning of their pupil. The experimental sample was comprised of 44 tutor-child pairs, with 11 paris assigned at random to each of three expectation conditions: High, Average, and Low. The possibility of selective coaching was tested by including a second High expectation condition in which tutors were familiarized with the criterion measures. The WISC Similarities subtest and the PPVT were administered to the children before and after seventeen weeks of tutoring. Significantly greater PPVT gains were achieved by children whose tutors had been familiarized with the tests than by children in all other-el,M1 ns. There were no other significant differences between the either measure. {Author