It can be best understood by a circle where our beliefs about another person's abilities influence our actions toward the other person.

關於我們對別人能力的認知會影響我們對別人的行為的這件事，最好的方式是透過一張圓形流程圖來理解它。

This action has an impact on the other's beliefs about themselves.

這種行為也會對他人對自己的認知產生影響。

The beliefs about themselves cause the others actions toward us, which again reinforce our beliefs about that person.

他人對自己的認知也會影響他們對我們的行為，而這也更強化我們對該人的認知。

And so on and on and on.

如此這般，不斷重複下去。

Let's look at an example and start with your beliefs.

我們來看看一則例子，請把自己帶入。

Imagine you are the coach of a basketball team.

想像你是一個籃球隊的教練。

And you observe your team on the first day: Chris and Joe are new members of your team.

學期第一天，你正在觀察你的團隊，而 Chris 跟 Joe 是隊上的新成員。

Chris reminds you of a famous player.

Chris 讓你想起一個有名的球員。

Joe reminds you of an annoying boy from your high school years.

而 Joe 則讓你想起你高中時期一個惹人厭的人。

Unconsciously you decide what to expect of each one of them.

在無意識中，你決定了對他們各自的期待值。

Your beliefs influence your actions: when Chris enters the court you are happy to see him.

你的認知影響了你的行動，當 Chris 進入球場，你見到他會很開心。

When he plays you push him to do better, practice harder, stay an extra hour.

當他打球時，你會鼓勵他做到更好，更努力練習，或額外花時間練習。

If he makes a mistake you explained to him how to improve.

若他犯錯，你會跟他解釋要如何改進。

When Joe comes in you hardly notice him.

而當 Joe 進入球場時，你幾乎不會注意到他。

You're glad to see him score but you don't give him much feedback and don't invest extra time in his training.

你很樂意看到他得分，但你不會給他太多回饋，也不會投資更多時間在他身上。

When Joe does a mistake you are a little annoyed.

當 Joe 犯了錯，你會感到有點煩躁。

Your actions impact their beliefs about themselves: Chris feels you appreciate him and he appreciates you in return.

你的行為會影響他們對自己的認知，Chris 覺得你重視他，而他也會重視你。

He believes in his own success.

他相信他會成功。

Joe feels you have little patience and appreciation for him he does not believe in his own success.

Joe 則覺得你對他沒有耐心且不重視他，他並不相信自己會成功。

Their beliefs about themselves causes their actions toward you.

他們對自己的認知又影響了他們對你的行為。

Chris finds more and more joy in playing and he never misses a training session.

Chris 覺得打球越來越有趣，且他從不錯過練球的時間。

During the games, he gives a hundred percent all the time.

比賽時，他總是全力以赴。

Joe finds less joy in playing than before and doesn't give his full effort in the games.

Joe 則覺得打球比以前更不有趣了，且在比賽中也不會拿出全力。

He starts to miss the training sessions sometimes.

他有時候甚至會蹺掉不去練球。

Which reinforces your beliefs about them.

而這些又會強化你對他們的認知。

You see how Chris enjoys playing, how he trains hard and shows a fast increase in his performance.

你看見了 Chris 是多麼樂在其中，他是多麼努力訓練且球技有快速的進展。

Joe seems not to be very motivated, his skills don't increase as much and he starts to show up less.

Joe 則看起來沒那麼有動力，他的技巧沒有進步許多，且他出現的頻率降低了。

You knew it right away.

當下你馬上就會想...

Thank God your instincts were right!

天啊，我當初的直覺是對的！

The Pygmalion effect is also known as the Rosenthal experiment named after a research of Robert Rosenthal at Harvard.

畢馬龍效應也因羅森塔爾實驗而聞名，這實驗是以羅伯特．羅森塔爾在哈佛所做的一個實驗所命名的。

In the first study, he challenged test subjects to coach rats through a maze.

實驗開始時，他要求受試對象訓練老鼠通過迷宮。

Half the group were told their rats were extremely intelligent and specifically trained, the other half were told that their rats were dumb.

一半的受試者被告知他們被分配的老鼠是很聰明且有訓練過的，另一半則是被告知他們的老鼠很笨。

In fact the rats were all the same.

事實上，那些老鼠都一樣。

During the experiment however the "smart" rats performed well better than the "dumb" ones.

然而在實驗中，那些「聰明」的老鼠表現得比那些「愚笨」的老鼠要好得多。

This showed how expectations of coaches influenced even the performance of rats.

這表示訓練者的期盼值對老鼠的表現有影響。

Rosenthal then did the Pygmalion in school study together with Lenore Jacobson.

羅森塔爾後來便與雷諾爾．雅各布森在學校做了一個畢馬龍的研究。

At the beginning of the school year a group of elementary school teachers were told that some of their new pupils had extraordinary talent and potential.

在學年初，一群小學老師被告知他們的新學生有特別的天賦與才能。

This information which was completely made up was given about random average students in each class.

每個班級都會隨機挑選幾個學生來散播這完全捏造出來的消息。

All students had done the IQ test in advance.

所有的學生在事前都有做智能測驗。

By the end of the year the students that were described as more talented had significantly increased their performance in the IQ tests compared to the rest of the class.

在學年末時，那些被稱為有天賦的學生在智力測驗上，相比班上其他學生而言有長足的進步。

Robert Rosenthal concluded: "When we expect certain behaviors of others we are likely to act in ways that make the expected behavior more likely to occur."

羅伯特．羅森塔爾作結：「當我們期待他人有怎樣的行為時，我們會做出一些行為來使那個期待更容易被達成。」

What do you think about this theory?

對於這個效應你有什麼看法？

And if you believe it is there a way to prevent ourselves from being shaped by others in a negative way?

你認為有辦法可以避免我們的行為被別人以負面的方式塑造嗎？

If you like this video and the way we explain the subject subscribe to our channel.

如果你喜歡這部影片與我們解釋這個主題的方式，訂閱我們的頻道吧！

We try to explain complex subjects in simple language and cartoons to support students all around the world in their learning.

我們試著以簡單的語言與動畫來解釋複雜的主題，希望可以幫助全世界學生的學習。

If you want to support us you can go to www.patreon.com/sprouts and donate, just $1 from many fans makes a big difference!

如果你想要支持我們，你可以前往 www.patreon.com/sprouts 捐款，許多粉絲的一元就能讓我們有大不同的進展！