1. The details are given in R. Rosenthal. From unconscious experimenter bias to teacher expectancy effects, in Teacher Expectancies, J.C. Dusek, V.C. Hall, and W.J. Meyer, Eds. (Erlbaum, Hillsdale. NJ, 1985).
2. R. Rosenthal and K.L. Fode. The problem of experimenter outcome-bias, in Series Research in Social Psychology, D.P. Ray, Ed. (National Institute of Social and Behavioral Science, Washington. DC, 1961). That this research was received with ambivalence is illustrated by the receipt of two letters on the same day: The first letter rejected the paper for publication in a prestigious journal, and the second letter announced that the paper had received the Socio-Psychological Prize for 1960 from the American Association for the Advancement of Science.
3. A longitudinal study of the effects of experimenter bias on the operant learning of laboratory rats
4. R. Rosenthal and L. Jacobson. Pygmalion in the Classroom (Holt, Rinehart and Winston, New York, 1968). A surprising finding was that the more children in the control group gained in IQ, the more unfavorably they were judged by their teachers. Apparently there were hazards to unpredicted intellectual growth. Also surprising was the strength of both the favorable and the unfavorable reactions to our research, for a summary of the criticisms and replies to them, see R. Rosenthal. Pygmalion effects: Existence, magnitude, and social importance. Educational Researcher, 16, 37-41 (1987).