Effects of Stigmatizing Information on Children's Peer Relations: Believing is Seeing

REFERENCES

• Barber, T. X., & Silver, M. J. (1968). Fact, fiction, and the experimenter bias effect. Psychological Bulletin Monograph Supplement, 70(6, Pt. 2), 1–29.
   Web of Science ®Google Scholar
• Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbookfor diagnosis and treatment. New York: Guilford Press.
   Google Scholar
• Bickett, L., & Milich, R. (1990). First impressions formed of boys with learning disabilities and attention deficit disorder. Journal of Learning Disabilities, 23, 253–259.
   PubMed Web of Science ®Google Scholar
• Bierman, K. L. (1986). Process of change during social skills training with preadolescents and its relation to treatment outcome. Child Development, 57, 230–240.
   PubMed Web of Science ®Google Scholar
• Bierman, K. L., Miller, C. L., & Stabb, S. D. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects of social skill training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194–200.
   PubMed Web of Science ®Google Scholar
• Bromfield, R., Weisz, J. R., & Messer, T. (1986). Children's judgments and attributions in response to the “mentally retarded” label: A developmental approach. Journal of Abnormal Psychology, 95, 81–87.
   PubMed Web of Science ®Google Scholar
• Darley, J., & Fazio, R. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867–881.
   Web of Science ®Google Scholar
• Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), Minnesota Symposium in Child Psychology (Vol. 18, pp. 75–125). Hillsdale, NJ: Lawrence Erlbaum, Inc.
   Google Scholar
• Fiske, S. T., & Taylor, S. E. (1991). Social cognition (2nd ed.). New York: McGraw-Hill.
   Google Scholar
• Forness, S. R., & Kavale, K. A. (1991). Social skills deficits as primary learning disabilities: A note on problems with the ICLD diagnostic criteria. Learning Disabilities Research and Practice, 6, 44–49.
   Google Scholar
• Harris, M. J. (1991). Controversy and cumulation: Meta-analysis and research on interpersonal expectancy effects. Personality and Social Psychology Bulletin, 17, 316–322.
   Web of Science ®Google Scholar
• Harris, M. J., Milich, R., Corbitt, E. M., Hoover, D. W., & Brady, M. (in press). Self-fulfilling effects of stigmatizing information on children's social interactions. Journal of Personality and Social Psychology.
   Google Scholar
• Harris, M. J., Milich, R., Johnston, E. M., & Hoover, D. W. (1990). Effects of expectancies on children's social interactions. Journal ofExperimental Social Psychology, 26, 1–12.
   Web of Science ®Google Scholar
• Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363–386.
   Web of Science ®Google Scholar
• Hobbs, N. (1975). Issues in the classification qf children. San Francisco: Jossey-Bass.
   Google Scholar
• Hymel, S. (1986). Interpretations of peer behavior Affective bias in childhood and adolescence. Child Development, 57, 431–445.
   Web of Science ®Google Scholar
• Hymel, S., Wagner, E., & Butler, L. J. (1990). Reputational bias: View from the peer group. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 156–186). Cambridge: Cambridge University Press.
   Google Scholar
• Krehbiel, G., & Milich, R. (1986). Issues in the assessment and treatment of socially rejected children. In R. J. Prinz (Ed.), Advances in behavioral assessment of children and families (Vol. 2, pp. 249–270). Greenwich, CT: JAI Press.
   Google Scholar
• Landau, S., & Milich, R. (1990). Assessment of children's social status and peer relations. In A. M. La Greca (Ed.), Through the eyes of the child: Obtaining self-reports from children and adolescents (pp. 259–291). Boston: Allyn & Bacon.
   Google Scholar
• MacMillan, D. L., Jones, R. L., & Aloia, G. F. (1974). The mentally retarded label: A theoretical analysis and review of research. American Journal of Mental Deficiency, 79, 241–261.
   Google Scholar
• McAninch, C. B., Milich, R., & Harris, M. J. (1991). Expectancy effects, gender, and children's interactions. Paper presented at the 99th annual convention of the American Psychological Association, San Francisco, CA.
   Google Scholar
• McAninch, C. B., Manolis, M. B., Milich, R., & Harris, M. J. (1992). Gender, prior information, and children's peer impressions: Sex, lies, and video tape. Paper presented at the meeting of the Southeastern Psychological Association, Knoxville, TN.
   Google Scholar
• Milich, R., & Landau, S. (1982). Socialization and peer relations in hyperactive children. In K. D. Gadow & I. Bialer (Eds.), Advances in earning and behavioral disabilities (Vol. 1, pp. 283–339). Greenwich, CT: JAI Press.
   Google Scholar
• Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow & I. Bialer (Eds.), Advances in earning and behavioral disabilities, (Vol 1, pp. 365–436). Greenwich, CT: JAI Press.
   Google Scholar
• Rabiner, D., & Coie, J. (1989). Effect of expectancy induction on children's acceptance by unfamiliar peers. Developmental Psychology, 25, 450–457.
   Google Scholar
• Rosenthal, R. (1969). Interpersonal expectations. In R. Rosenthal & R. L. Rosnow (Eds.), Artifact in behavioral research (pp. 181–277). Orlando, FL: Academic Press.
   Google Scholar
• Rosenthal, R. (1989). Experimenter expectancy, covert communication, and meta-analytic methods. Invited address at the annual meeting of the American Psychological Association, New Orleans, Louisiana.
   Google Scholar
• Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart, & Winston.
   Google Scholar
• Rosenthal, R., & Rubin, D. B. (1978). Interpersonal expectancy effects: The first 345 studies. The Behavioral and Brain Sciences, 3, 377–386.
   Web of Science ®Google Scholar