Ware J E, Williams R G
J Med Educ. 1975 Feb;50(2):149-56.
Students viewed one of six lectures which varied only in substantive teaching points (content) covered and seductiveness. These 207 students then rated the effectiveness of the presentation (satisfaction ratings) and completed a 26-item achievement test. Students who viewed high seduction lectures performed better on the achievement test than did students who viewed low seduction lectures. Similarly, students who viewed lectures high in content performed better on the cognitive test than did students who viewed low-content lectures. The relationship between staisfaction ratings and student achievement was not perfect. Students gave higher ratings to seductive lectures. However, ratings reflected differences in content-coverage only under low seduction conditions. The ratings were not sensitive to variations in content-coverage when lectures were highly seductive. The "Doctor Fox Effect" appears to be more than an illusion. Seductiveness affects both student ratings of instruction and achievement.
学生观看了六场讲座中的一场，这些讲座仅在涵盖的实质性教学要点（内容）和吸引力方面有所不同。这207名学生随后对讲座的有效性进行了评分（满意度评分），并完成了一项包含26个项目的成绩测试。观看高吸引力讲座的学生在成绩测试中的表现优于观看低吸引力讲座的学生。同样，观看内容丰富讲座的学生在认知测试中的表现优于观看内容较少讲座的学生。满意度评分与学生成绩之间的关系并不完美。学生对有吸引力的讲座给出了更高的评分。然而，评分仅在低吸引力条件下反映了内容覆盖方面的差异。当讲座极具吸引力时，评分对内容覆盖的变化并不敏感。“福克斯博士效应”似乎不仅仅是一种错觉。吸引力既影响学生对教学的评分，也影响成绩。
