The effects of biasing information on behavioral observations and rating scales

The effects of biasing information on behavioral observations and rating scales were studied. Fortyone undergraduate students trained in making reliable behavioral observations were given differential expectations concerning the activity level of a target child. They then viewed videotape recordings of that child and tallied frequency counts of six behavioral categories simultaneously. In addition, subjects completed postexperimental rating scales composed of specific, identifiable behaviors in regard to the target child. Results indicated that, for the most part, neither the behavioral observations nor the rating scales were significantly affected by the biasing information. It is suggested that rating scales constructed of items as discrete and readily identifiable as those of behavioral observation measures may prove resistant to biasing effects.This study is based in part on a thesis submitted by the second author to Case Western Reserve University in partial fulfillment of the requirements for the master of arts degree in psychology. The authors express their appreciation to the Claremont Unified School District, Claremont, California, for their assistance in the production of the videotape and to the Instructional Support Center at Case Western Reserve University for their co-operation in providing research space. Special thanks are given to Thomas Hyde for his advice and assistance throughout the study.