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Acknowledging effects of implicit biases in teachers' expectations upon the educational process, it was conjectured that teachers' evaluations of children's performance may be systematically associated with stereotyped perceptions of first names. Short essays actually written by fifth-grade students were presented for evaluation to teachers and college sophomores. Authorship of the essays was randomly linked with boys and girls with common, popular, and attractive names, as well as with rare, unpopular, and unattractive names. As expected, the attributed quality of each essay was higher when essays were authored by names associated with positive stereotypes. This stereotype bias was more pronounced for experienced teachers than for inexperienced college sophomores, and the effect was clearer for boys' names than for girls' names.

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THE CROSS-LINGUISTiC STUDY OF LANGUAGE ACQUISITION, Vol. 1 in paperback form, write the sales department for details. 0-89859-367-0 (Vol. 1) Spring 1986 976 pp, 0-89859-799-4 (Vol. 2) Spring 1986 400 pp. 0-89859-882-6 (Set) Special Offer -$35.00 per volume, prepaid No further discounts apply Edited by Dan I. Slobin The first major crosslinguistic survey of child language development, these voi'umes form an essential handbook for professionals and advanced students in the field. Volume 1: The Data contains comprehensive studies on the acquisition of 15 different languages (from ASL to Samoan) --written by top researchers. Volume 2: Theoretical Issues focuses on current linguistic and psycholinguistic research.

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