Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Psychology IA:
The Halo Effect
The Halo Effect
attribution bias (if attractive, must be intelligent as well)
the tendency for a single attributed perception of an individual to influence other perceptions about that individual
Nisbett and Wilson (1977)
The more likeable instructor was rated as more attractive, had better mannerisms and a less irritating accent than the less likeabe instructor
Subjects were convinced they made judgements about the instructor without any bias
Does the positive or negative schemas of an individual effect the percent mark teachers award them in a subjective evaluation?
Design: Independent measures
Type of Data: Interval
Nisbett and Wilson (1977) have argued that people have little awareness of the nature or
even the existence of the cognitive processes that mediate judgments, inferences, and the
production of complex social behavior.
The subjects were 118 University of Michigan students enrolled in introductory psychology; 62 were males and 56 were females.
The students were divided into two groups, and each were shown one of two different videotaped interviews with the same instructor who is a native French-speaking Belgian who spoke English with a fairly noticeable accent.
In one video, he was entusiastic, interested in his students learning and respectful.
In the other video, he was cold and disinterested.
Participants were asked to rate the instructor on his physical appearance, mannerisms and accent.
Research hypothesis: Schemas about a student will effect the percent mark a teacher will award a student in a subjective evaluation of their assignment.
Null hypothesis: Schemas about a student will not effect the percent mark a teacher will award a student in a subjective evaluation of their assignment.
IV- positive or negative character traits of a student (ex. hard working, intelligent, organized, studious, punctual)
DV- percent mark awarded to the students assignment
Participants will be presented with a paragraph written by a student. They will be divided into three groups. In the first group, I will inconspicuously mention that the student is intelligent, hardworking and organized. In the second group I will inconspicuously mention that the student does not excel in school, is unorganized and unable to work efficiently to complete their assignment. In the last group, I will not mention any information about the student as this group will be the control group.
Copies of the Paragraph
Age range: 25 years or older
Target population: teachers of the TDSB
Male and female participants
Stratified sampling method (I will be controlling for the diversity of the participants- I will randomly select participants from different departments)
Right to Withdraw
Deception in the experiment
Protection from physical or mental harm