"rats!"

1. "rats!"

2. The Rat Experiment • Rosenthal and Fode in 1963 • Rats were labeled as "maze bright" or "maze dull" • All rats were standard lab rats • University students manipulated results to fit the expected results  • Hypothesized the same would hold for students and teachers • https://www.storming.com/results/2016/02/06/robert-rosenthal-and-maze-smart-rats/

3. Real Life Situation: The Pygmalion effect • There was an experiment conducted by Rosenthal and Jacobson in 1965 in San Francisco, California where students were given a fake IQ test and then randomly assigned to be either "spurters" or average students. Teachers were told the results of these "tests," and based on these high expectations alone the "spurters" performed better than the control group.  • At the end of the experiment the undesignated control group of children gained over 8 IQ points while the “spurters” group gained over 12 IQ points. 

4. Subsidiary questions • How many students were in the “spurters” group? • How did this experiment affect the children's growth and personal life? • What specific things did each teacher do towards the different groups? • What did the teachers think after the found out about the experiment? • Did they feel like they had been tricked by their perception of both groups of students? • Did the teachers reflect on their decisions and reasoning towards their treatment of both groups of students?

5. Knowledge Question:To what extent do sense perception, emotion, and language influence reason? Areas of knowledge Ethics Human Sciences Natural Sciences The Arts

6. Development one:sense perception and reason • Claim: One’s mien (human sciences) causes others to reason certain things about you. • E.g.: Power poses in particular are a good example of positive manipulation: • “High power" poses are more open and relaxed in contrast to "low power" poses which tend to be closed and graded.  • According to a study done by Amy Cuddy, high power poses decreased cortisol (a stress hormone) levels in the body by 25%. • Dominance of power poses is based upon evolutionary human and natural sciences; by spreading out the body, other people perceive and reason a larger, stronger, human. • E.g.: Dressing for success has proven psychological effects on the brain.  • Emotion: Wearing formal clothing can increase abstract thinking, which can be tied to the feelings of power  • Memory: Formal dress is tied to memories of parents, mentors, bosses

7. development one cont. • Counter Claim: • Some might reason that one’s mien is offensive and off putting based off of memory. • Eg: politicians and their mien • Dressing for success: Some people ignore dress in favor of imposing stereotypes based on race or gender • E.g.: Many females doctors, especially women of color are mistaken for nurses or janitorial staff even though they are wearing lab coats

8. Development one cont: • Claim: Our sense perception can be manipulated which causes us to reason differently • E.g.: Optical illusions are used to trick the mind into thinking that it is seeing one thing, but in reality it is seeing another. • The Arts: The Kanizsa triangle created an illusion in which the brain thinks there is an outline of a triangle, but in reality an illusion is created by angles and wedges. • E.g.: Fast-food marketers use different colors to persuade the mind into thinking that it is hungry, so people buy more food. • Ethics: People make up their minds within 90 seconds of their initial interactions with either people or products. About 62‐90 percent of the assessment is based on colors alone.  • Counter Claim: After an initial assessment, rational thinking will reverse the way you perceived it in the first place (empirical thinking).

9. Development one cont. • Conclusion: While we are affected by our perception of others, this perception may be skewed by other factors such as emotions, memories, and stereotypes.

10. Development two: language and reason • Claim: One’s surroundings through communication and language influence one’s reasoning • E.g.: Club sports can improve the performance levels in individuals.  • Being surrounded in a high performance sports environment, accelerates the rate at which the skills are mastered also while improving an individual's overall game.  • Improvement because of observing other players and their body language • Instruction from skilled coaches and communication from other players • Counter Claim: Language can be ignored • E.g.: Rosa Parks • Conclusion: By choosing to accept the language of others, we accept its effects on our reasoning.

11. Development three:emotion and reason • Claim: Our emotion can affect the way we reason. • Peer pressure is used in social situations to try and manipulate someone to do something even if they don’t want to do it. • E.g. an athlete taking steroids because everyone else on their team is taking them. • The perception of colors can be used in order to evoke positive emotions inside an individual which can effect reasoning • Paining a room a certain color  • Blue = calmness, serenity  • Yellow = happiness, positivity  • Green = restfulness, healing powers 

12. Development Three cont • Counter claim: emotion doesn’t affect reason • Sociopaths don’t have emotions, so it doesn’t affect their reasoning • E.g.: John Wayne Gacy: • Sexually assaulted, tortured, and murdered at least 33 teenage boys and young men • “The dead won’t bother you, it’s the living you have to worry about.” • Rationale thinking • E.g.: Believing something is in a dark room and not wanting to check vs checking because you use logic • Conclusion: When we allow emotions to overcome reasoning, we allow our subconscious to take control of our actions.

13. The Pygmalion effect • The "spurter" students excelled on further testing due to the teachers perception their intelligence and their perception of their own intelligence. Likewise, the students who weren't labeled as "spurters" performed poorly compared to their counterparts, even though neither group had a true intellectual advantage. 

14. Conclusion • According to Duquesne University.... 1. Never forecast failure in the classroom. If you know a test is particularly difficult, tell your students that the test is difficult but that you are sure that they will do well if they work hard to prepare. 2. Do not participate in gripe sessions about students. Faculty members who gripe about students are establishing a culture of failure for their students, their department and their own teaching. 3. Establish high expectations. Students achieve more when faculty have higher expectations. When you give students a difficult assignment, tell them, “I know you can do this.” If you genuinely believe that your students cannot perform the assignment, postpone the assignment and re-teach the material. • Thus: Manipulation of our perception of the world does not necessarily have a negative effect on our performance. It just needs to be done in a manner that benefits all parties involved. 

15. Conclusion • While we are affected by our perception of others, this perception may be skewed by other factors such as emotions, memories, and stereotypes. • By choosing to accept the language of others, we accept its effects on our reasoning. • When we allow emotions to overcome reasoning, we allow our subconscious to take control of our actions. • Connection to KQ: Sense Perception, Language, and Emotion DO have an effect on reason.

16. Ikea-Other rls • https://www.youtube.com/watch?v=WYKUJgMRQ7A&t=0s • Through sense perception, people can touch and view the products to help them reason as to whether they should purchase the product or not. • The Ikea employees use user-friendly language to help make the shopping process easier which persuades the customers to purchase the products. • Ikea is a "feel-good" store because of they layout of the store which appeals to the emotions of the customers which once again helps them make a decision to purchase furniture. • Of course, all of these claims are flawed because people could just be going to the store to eat or go for specific things.

17. Works cited • Quiet Storm Solutions. “Robert Rosenthal and Maze Smart Rats.” Quiet Storm Solutions, Feb. 2016, www.storming.com/results/2016/02/06/robert-rosenthal-and-maze-smart-rats/. • Rosenthal, R. & Jacobson, L. Urban Rev (1968) 3: 16. https://doi.org/10.1007/BF02322211 • “Kanizsa Triangle.” The Illusions Index, www.illusionsindex.org/i/kanizsa-triangle. • Satyendra Singh, (2006) "Impact of color on marketing", Management Decision, Vol. 44 Issue: 6, pp.783-789, https://doi.org/10.1108/00251740610673332 • Harrington, Rebecca. “Here's Why All Fast-Food Signs Are Red.” Business Insider, Business Insider, 30 Sept. 2015, www.businessinsider.com/why-are-fast-food-signs-red-2015-9. • Clear, James. “Body Language Hacks: Be Confident and Reduce Stress in 2 Minutes.” James Clear, 26 July 2018, jamesclear.com/body-language-how-to-be-confident. • “The Pygmalion Effect.” Duquesne University, www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/pygmalion. • GCU. “6 Ways You Benefit from Joining a Club Sports Team - GCU Blogs.” College of Education, GCU, 14 July 2017, blogs.gcu.edu/blog/6-ways-benefit-joining-club-sports-team/. • Frank, Michael. “33 Ways People Try to Manipulate You.” Life Lessons, 7 Aug. 2018, lifelessons.co/personal-development/manipulation/. • National Institute on Alcohol Abuse and Alcoholism. “Positive Peer Pressure | The Cool Spot.” Refusal Skills and Resisting Peer Pressure | The Cool Spot, U.S. Department Of Health And Humans Services, www.thecoolspot.gov/peer_pressure6.aspx.