Why the Halo Effect Affects How We Perceive Others

Why the Halo Effect Affects How We Perceive Others Theories Social Psychology Print Why the Halo Effect Influences How We Perceive Others By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on July 01, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on February 09, 2020 Verywell / Joshua Seong More in Theories Social Psychology Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Biological Psychology Psychosocial Psychology The halo effect is a type of cognitive bias in which our overall impression of a person influences how we feel and think about their character. Essentially, your overall impression of a person (He is nice!) impacts your evaluations of that persons specific traits (He is also smart!). Perceptions of a single trait can carry over to how people perceive other aspects of that person. One great example of the halo effect in action is our overall impression of celebrities. Since people perceive them as attractive, successful, and often likable, they also tend to see them as intelligent, kind, and funny. What Is the Halo Effect? The halo effect is also something referred to as the physical attractiveness stereotype and the what is beautiful is also good principle. Physical appearance is often a major part of the halo effect. People who are considered attractive tend to be rated higher on other positive traits as well. However, this effect doesnt just affect our perceptions of people based on their attractiveness. It can also encompass other traits as well. People who are sociable or kind, for example, may also be seen as more likable and intelligent. The halo effect makes it so that perceptions of one quality lead to biased judgments of other qualities. The term itself uses the analogy of a halo to describe how it can affect perceptions. In religious art, a halo is often portrayed over a saints head, bathing the individual in a heavenly light to show that that person is good. When you see someone through the lens of the halo effect, you are seeing them cast in a similar light. That halo created by your perception of one characteristic covers them in the same way.   The History of the Halo Effect Psychologist Edward Thorndike first coined the term in a 1920 paper titled The Constant Error in Psychological Ratings. In the experiment described in the paper, Thorndike asked commanding officers in the military to evaluate a variety of qualities in their subordinate soldiers. These characteristics included such things as leadership, physical appearance, intelligence, loyalty, and dependability. Thorndikes goal was to determine how ratings of one quality bled over to assessments of other characteristics. He found that high ratings of a particular quality correlated to high ratings of other characteristics, while negative ratings of a specific quality also led to lower ratings of other characteristics. The correlations were too high and too even, Thorndike wrote. For example, for the three raters next studied the average correlation for physique with intelligence is .31; for physique with leadership, .39; and for physique with character, .28. So why do our overall impressions of a person create this halo that influences our evaluations of specific traits? Researchers have found that attractiveness is one factor that can play a role.?? Several different studies have found that when we rate people as good-looking, we also tend to believe that they have positive personality traits and that they are more intelligent. One study even found that jurors were less likely to believe that attractive people were guilty of criminal behavior. However, this attractiveness stereotype can also be a double-edged sword. Other studies have found that while people are more likely to ascribe a host of positive qualities to attractive people, they are also more likely to believe that good-looking individuals are vain, dishonest, and likely to use their attractiveness to manipulate others. Impact of the Halo Effect The halo effect may have an impact on a number of real-world settings. In Education Research has found that the halo effect may play a role in educational settings. Teachers may interact with students differently based on perceptions of attractiveness. Older research, for example, found that teachers had better expectations of kids that they rated as being more attractive.?? Another study that looked at academic records of more than 4,500 students. A group of 28 people then rated the attractiveness of the students (based on a student ID photo) on a scale of 1 (very unattractive) to 10 (very attractive).?? Students were then divided into three groups based on these attractiveness assessments: below-average, average, and above-average. Researchers then compared students grades between classes taken in a traditional face-to-face classroom setting and those taken online. Researchers found that students who were rated as above-average in appearance earned significantly lower grades in online courses than they did in their traditional classes. The halo effect can influence how teachers treat students, but it can also impact how students perceive teachers. In one study, researchers found that when an instructor was viewed as warm and friendly, students also rated them as more attractive, appealing, and likable. In the Workplace There are a number of ways that the halo effect can influence perceptions of others in work settings. For example, experts suggest that the halo effect is one of the most common biases affecting performance appraisals and reviews. Supervisors may rate subordinates based on the perception of a single characteristic rather than the whole of their performance and contribution. For example, a workers enthusiasm or positive attitude may overshadow their lack of knowledge or skill, causing co-workers to rate them more highly than their actual performance justifies. The halo effect can also have an impact on income. A study published in the Journal of Economic Psychology found that, on average, attractive food servers earned approximately $1,200 more per year in tips than their unattractive counterparts.?? Another study found that physical attractiveness has a positive effect not only on a persons self-confidence but also on their overall income and financial well-being.?? Job applicants are also likely to feel the impact of the halo effect. If a prospective employer views the applicant as attractive or likable, they are more likely to also rate the individual as intelligent, competent, and qualified. In Marketing Marketers take advantage of the halo effect to sell products and services. When a celebrity spokesperson endorses a particular item, our positive evaluations of that individual can spread to our perceptions of the product itself. A Word From Verywell So, the next time you trying to evaluate another person, whether it is deciding which political candidate to vote for or which movie to see on a Friday night, consider how your overall impressions of them might influence your evaluations of other characteristics. Does your impression of a candidate being a good public speaker lead you to feel that they are also smart, kind, and hard-working? Does thinking that a particular actor is good-looking also lead you to think that they are a compelling actor? Of course, being aware of the halo effect still doesnt make it easy to avoid its influence on our perceptions and decisions. The halo effect is just one of many biases that allow people to make snap decisions but also contributes to errors in judgment.

The Complexity of William Blakes Poetry Essay - 1049 Words

The Complexity of William Blakes Poetry Northrop Frye, in his critical essay, Poetry and Design, states; In a world as specialized as ours, concentration on one gift and a rigorous subordination of all others is practically a moral principle (Frye 137). William Blakes refusal to follow this moral principle by putting his poetry before his art, or vice versa, makes his work extraordinary as well as complex and ambiguous. Although critics attempt to juggle Blakes equally impressive talents, they seem to land on either one side or the other; failing to transcend, as Blake did, that moral principle of concentration. Blake, not only controlled his art and poetry through innovative printing techniques, but controlled how his readers†¦show more content†¦To create anew both the illustrated book and its reader, to bring into relief the infinite form of the book hidden by fragmentations of its art, Blake created his method of illuminated printing. A comparison of Blakes works with typical eighteenth-century illustrated boo ks reveals some of the sources available to Blake for illustrative techniques and shows points of contact between Blakes commercial career as copy engraver and his vocation as book artist. (Easson 36) The illustrated books structure is determined by the interaction of function and the books physical properties, thereby establishing the quality and degree of correlation within the books text and designs (Easson 41) The convenience and wisdom of yoking together decoration and illustration reside in the practical need to identify certain structural relationships of a books text and designs. It is not just art and then poetry underneath it or above it, but with the integration of decorative illustration,Although decorative illustration was used in the traditional sense to simply, beautify the book in which it used, Blake saw it has sublime ornament. 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William Blake-a forerunner of English Romanticism 1 William Blake-a social critic of his own time†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 2 William Blake’s ideas and the Modern World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 2. â€Å"Songs of innocence and of Experience†-the most popular W.Blake’s poem book 1 The social significance of W. Blake’s work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8Read MoreContemplating Gods Creation in William Blakes The Lamb and The Tyger1205 Words   |  5 PagesWilliam Blake was born and raised in London from 1757 to 1827. Throughout his early years, Blake experienced many strange and unusual visions, claiming to have seen â€Å"angels and ghostly monks† (Moore). For those reasons, William Blake decided to write about mystical beings and Gods. 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Two of his poems in particular have been widely critiqued and viewed in various lights. â€Å"The Tyger,† written in 1774, and â€Å"The Lamb,† written five years later in 1789, are considered companion poems

Luminous Soul Method Where Is Your Energy - 915 Words

Luminous Soul Method Prana Series: Where is Your Energy? By Manorama â€Å"You are beautiful. You are powerful. You are free. You are a Luminous Soul.† ~ Manorama Once when I was working with a private student at my office in NYC I noticed that she was talking non-stop and her eyes were darting here and there. Her energy was wild. What I mean by wild is that she engaged her energy in an unaware way. In an effort to help her begin to gain awareness of her relationship with her energy, so that she could gain greater stability within, I posed the question, â€Å"Margaret, do you know where your energy is?† She looked at me, then around the room, above and behind her and finally turned to me saying, â€Å"Uh well †¦ No I don’t.† I smiled at the honest and sincere way in which she engaged the question. â€Å"I believe you,† I told her. Margaret really didn’t know where her energy was. The thing Margaret didn’t know is that her energy is her. 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Money Bring Happiness Free Essays

â€Å"It is not money that brings up happiness but what we do and how we do it† 309 Money is most often cited as a crucial material for people to satisfy their needs ranged from the simplest to the most complicated desire. Hence, many people spend their whole life seeking for money which offers them utmost happiness and super power. In contrast, I honestly believe that it is not money that brings up happiness but what we do and how we do it. We will write a custom essay sample on Money Bring Happiness or any similar topic only for you Order Now Speaking of mentality, money is not necessary and sufficient condition leading us to happiness. What is happiness? Simply speaking, happiness is the way people feel satisfied with what they have. Let’s me back it up by some illustrations. A poet will definitely feel sublimated when he finishes composing a masterpiece of poem. A stamp collection will obviously happy with looking and treasuring his stamps. Even an old man can smile for whole day if he wins a game of chess. Doubtlessly, in such cases, money plays no role in the humans feeling. Hence, I completely believe that people can feel extremely pleased and happy without any interference from money. Moreover, to tell the truth, being absorbed in earning money can result in the loss of happiness of the people in life. In the materialized world, people keep on intending which is the best way to invest their money, what the most profitable market segment is worthy to be put money in and who is the most suitable person who will control the portfolio. The people obsessed with money can easily forget their actually meaningful tasks such as caring for their families, having time with their friends†¦etc. They trap themselves in the materialized ambition and lose what are important to their life. How can they feel happy? To wrap up, in my perspective, happiness can’t be built up solely on money. That’s the reason we should care for many facets of life rather than money. How to cite Money Bring Happiness, Essay examples

Interpersonal Skills free essay sample

What are Interpersonal Skills? Interpersonal skills are the life skills we use every day to communicate and interact with other people, individually and in groups. Interpersonal skills include not only how we communicate with others, but also our confidence and our ability to listen and understand. Problem solving, decision making and personal stress management are also considered interpersonal skills. People with strong interpersonal skills are usually more successful in both their professional and personal lives. They are perceived as more calm, confident and charismatic qualities that are often endearing or appealing to others. Being more aware of your interpersonal skills can help you improve and develop them. SkillsYouNeed provides an extensive library of articles to help you learn about and improve your interpersonal skills. A list of Interpersonal Skills could include:  ·Listening Skill  ·Communication Skill  ·Stress Management  ·Verbal Communication  ·Assertivenss  ·Decision Making  ·Problem Solving  ·Non-Verbal Communication How To Develope your Interpersonal Skill? There are a variety of skills that will help you to succeed in different areas of life. We will write a custom essay sample on Interpersonal Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, the foundation for many areas of our lives are good interpersonal skills since these are relevant to our personal relationships, social affairs and professional lives and are the basis on which we can develop other life skills. Unlike specialised and technical skills (hard skills), interpersonal skills (soft skills) will be used every day and in every area of our lives. Here, you can find out how to develop specific interpersonal skills including: Find more at: http://www. skillsyouneed. com/interpersonal-skills. Interpersonal Skills free essay sample In this assignment, I need to reflect on the situation that taken place duringmy clinical placement to develop and utilise my interpersonal skills in order tomaintain the therapeutic relationships with my patient. In this reflection, I amgoing to use Gibbs (1988) Reflective Cycle. This model is a recognisedframework for my reflection. Gibbs (1988) consists of six stages to complete onecycle which is able to improve my nursing practice continuously and learningfrom the experience for better practice in the future.The cycle starts with adescription of the situation, next is to analysis of the feelings, third is anevaluation of the experience, fourth stage is an analysis to make sense of theexperience, fifth stage is a conclusion of what else could I have done and finalstage is an action plan to prepare if the situation arose again (NHS, 2006). Bairdand Winter (2005, p. 156) give some reasons why reflection is require in thereflective practice.They state that a reflect is to generate the practice knowledge,assist an ability to adapt new situations, develop self-esteem and satisfaction aswell as to value, develop and professionalizing practice. We will write a custom essay sample on Interpersonal Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, Siviter (2004,p. 165) explain that reflection is about gaining self-confidence, identify when toimprove, learning from own mistakes and behaviour, looking at other peopleperspectives, being self-aware and improving the future by learning the past. In my context with the patient, it is important for me to improve thetherapeutic relationship which is the nurse-patient relationship.In the therapeuticrelationship, there is the therapeutic rapport establish from a sense of trust and amutual understanding exists between a nurse and a patient that build in a special verbal so that the message could be understood and do not break the nurse-patient communication. In my opinion, I evaluated that it does not a matter whether it was a patient-centred communication or task-centred communicationbecause both communication mentioned by McCabe (2004) actually doesinvolves communication to the patients. So it was not a problem to argue whichtype of communication involves in my conversation with my patient.After analysed the situation, I could conclude that I was be able to know the skills for effective communication with the patient such as approach the patient, askingquestions, be an active listening, show my empathy and support the patientemotions (Walsh, 2005, p. 34). Actually helping the adult was a good practice indelivering the nursing care among adults. My action plan for the clinical practice in the future, if there were patientsthat I need to help in feeding or other nursing procedure, I would prepare myself better to handle with the patients who would have some difficulty incommunication.This is because, as one of the health care worker, I want thebest care for my patients. So in related to deliver the best care to my patients, Ineed to understand them very well. I have to communicate effectively as this isimportant to know what they need most during warded under my supervision as anurse. According to my experience, I knew that communication was thefundamental part to develop a good relationship. Wood (2006, p. 13) express thata communication is the key foundation of relationship. Therefore a goodcommunication is essential to get know the patient’s individual health status 9 Walsh, 2005, p. 30). Active listening could distinguish the existence of barrier communication when interactions with the patients. This is because, activelistening means listening without making judgement to listen the patients’opinions or complaints which give me chances to be in the patients’ perspective(Arnold, 2007, p. 201). On the other hand, it also crucial to avoid the barriersoccurs in the communication with the patients. I could detect the languagebarriers by interviewing the patients about their health or asking them if theyneeded any help in their daily activities living.However, I would remind myself for not interfere my communication with barriers such as using the open-endedquestions, not attending to non-verbal cues, being criticising and judging, andinterrupting (Funnell et al , 2005, p. 453). Walsh (2005, p. 31) too summary thatmaking stereotyping and making assumptions about patients, perceptions andfirst impression of patients, lack awareness of communication skills are the mainbarriers to communications. I must not judge the patients by making my firstimpression and assumption about the patients but I have to make patients feeldevalued as an individual.I should be capable to respect their fundamentalvalues, beliefs, culture, and individual means of communication (Heath, 2000,p. 27). I would be able to know on how to build rapport with the patients. Thereare eleven ways suggest by Crellin (1998, p. 49) which are becomes visible,anticipate needs, be reliable, listening, stay in control, self-disclosure, care for each patient as an individual, use humour when appropriate, educate the patient,give the patient some control, and use gestures to show some supports. Thisways could help and give me some guidelines to improve my communication 10 skills with the patients. Another important thing to add on my action plan list is toknow which the disabilities of the patients have such as hearing disability, visualimpairment and mental disability. Once I could know the disability that a patienthas, I could well-prepared my method of communication effectively as Heath(2000, p28) mention that communicating with people who was having somehearing impairment, sight impairment and mental health needs required theparticular skills and considerations.Nazarko (2004, p. 9) suggest that do notrepeat if the person could not understand but try to rephrase and speak a littlemore slowly when communicating with the hearing difficulties people. Hearingproblem commonly occurs among adults because of ageing process (Schofield,2002, p. 21). To summarize for my action plan, I would start a communication witha good rapport to know what affects the patients’ ability to communicate well andto avoid barriers in effective communication in future.In conclusion of my reflective assignment, I mention the model that Ichose, Gibbs (1988) Reflective Cycle as my framework of my reflective. I statethe reasons why I am choosing the model as well as some discussion on theimportant of doing reflection in nursing practice. I am able to discuss every stagein the Gibbs (1988) Reflective Cycle about my ability to develop my therapeuticrelationship by using my interpersonal skills with one patient for this reflection

Expository Essay Sample on a Great Leader Who Is That

Expository Essay Sample on a Great Leader Who Is That Expository essays on what makes a great leader are focused on explaining the difference between an ordinary leader and a great leader. Although these two are both leaders, there is a big difference between the two. There is a debate that great leaders are born, yet, there are those whose argue is great leaders are nurtured. This debate has brought into question what really makes a great leader. A leader should have the qualities that cause him or her to be regarded as a great leader. Not all leaders are great leaders, and the difference is because of the qualities that such leaders portray. A great leader should not be a dictator. Instead, leaders should always be focused, visionary, possess sharp perception, be responsible, and reasonable. Leaders who are effective take into account their strengths as well as their weaknesses. They evaluate themselves when they ask questions like, â€Å"Am I a good leader? What can I accomplish, and what are my limits?† If a leader identifies his or her areas of weakness, he will try to turn his weaknesses into his strengths by working towards improving them. Some leaders tend to think that they have the ability to accomplish anything within or outside their domain. They are disillusioned into the thinking that leaders are always knowledgeable and nothing can outdo their thinking powers. This is a fallacy in thinking because there is no complete individual who is able to perform all duties. Leaders should be assisted by other people who are professionals in different fields and areas of knowledge. These other persons assist the leaders in compensating for their weaknesses. Leaders should recognize the abilities of those who work with them. Doing so helps them to be regarded as effective leaders. The perception of a leader is important. It helps in evaluating whether a leader is an effective or not. Leaders should be effective in their communication and should build a good relationship with those who serve under them. Leaders should ensure a good environment where everyone feels they have something of value to contribute. Conflicts should be recognized and addressed appropriately. A leader will be perceived to be a good leader if those who work with him talk positively about his leadership skills and what he is being able to accomplish. Leaders should also be responsible and accountable just like any other person. They should never be above the law. They should keep in accordance with the rules that govern them. They should never go beyond their limits. They should avoid the notion that they are powerful and, therefore, can bend the rules to suit themselves. The leaders’ incentive should be the goals of the organization or group they are leading. Good leaders should ha ve the goal as their central concern and work towards realizing the goal with the interest of the organization or the group they are leading. Tips on writing an expository essay on this topic: The purpose of an expository essay is to express a personal opinion on a given topic. The topic should be interesting to your targeted audience. A good way to decide on a topic is to listen to news reports and social media on the hot topics of the day. Find something that interests you and do some preliminary reading on that topic. Do you have an opinion? Develop that opinion into a thesis statement. Then develop some major points to support that opinion. Look for examples or personal experiences to add as details for those support points. As always, make sure to organize your ideas logically and to use transitional devices to help your thoughts flow smoothly. Finally, be sure to edit your essay and to conduct a final proof-reading.

ACT Study Guide Schedule and Plan for One Year or More

SAT / ACT Study Guide Schedule and Plan for One Year or More SAT / ACT Prep Online Guides and Tips You're serious about studying for the SAT. You have a year or more to study, and you want to put a real effort into it. Is studying this much worth it? What are the payoffs? And most importantly, what's the best way to study for the SAT / ACT on the year-or-more level? This post answers those questions! First, let's get a couple of important questions out of the way. Is Studying for a Year or More Worth It? Who Should Use This Guide? The short answer: yes, it's absolutely worth it. We know from recent studies that a 105-point increase on your SAT score (equivalently, 1.5 points on your ACT score) doubles your odds of getting into a given college. If you had a 10% chance of getting into Harvard before, it increases your chances to around 20%. And a 105 point increase can be obtained in a few dozen hours. This means that even if you're studying 100 hours for the SAT / ACT, those 100 hours are doing much more to increase your chance of getting into college than, say, sports or clubs. A study schedule of a year or more is definitely worth it for students who care about getting into the best colleges. How Many Hours Do I Need? How Far Ahead of Time Should I Start? If you're starting your studying a year or more before you take the test, plan to spend at least a hundred hours or more. As this SAT / ACT study schedule planner suggests, you don't want to study too few hours when you start far ahead. You should also begin studying so that you aim to take the test junior year fall (I'll explain more below). If you're planning a year to study, start during the winter or spring of your sophomore year. If you're on the more aggressive schedule of studying for a couple of years, you want to get started at the end of freshman year. Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: Why Aim to Take SAT / ACT in the Fall of Junior Year? Many students aim to take the SAT / ACT junior spring or senior fall. But as an advanced student, if you really care about the SAT / ACT, your goal is to optimize everything about your studying. Optimizing the test date means taking it early. Why take the SAT / ACT so early? Because you want buffer space in between tests. If you don't do well junior fall, you'll still have two more chances junior spring (March and May for the SAT, February and April for the ACT) and won't have to run into summer after junior year and senior fall for testing. This is a huge advantage because you'll have all that time to focus on applying to college. And trust me, from my personal experience, you'll need that time. Think about it this way: what's the harm in taking the tests one month earlier than necessary? Okay, you stress one month earlier, and maybe you take the test with one less month of education. This is really not a large loss. What's the harm in taking it one month later than necessary? Last minute application scrambling, prep courses, and tons of stress. Take the safe bet: aim to take the tests junior fall. The First Step Okay, so you're aiming to test in junior fall, and you have around a year or more - this puts you at sophomore year or younger (if not, follow our guides for more moderate studiers). If you're starting earlier, just stretch the dates in this guide out evenly, like a rubber band. September of Sophomore Year The first thing you want to do is take two practice SAT / ACTs. Use real SATs or real ACTs. The first SAT / ACT you take, do not time yourself. You can break it into multiple pieces. Focus on readingall the instructions and the fine print. Also, focus on understanding the question and not the time pressure. If you've already taken a few SAT / ACTs in the past, you can skip this first test. Reflect on the main features of the test. Are there strategies you can already see without being told? What do you think are some tricks you can use to solve questions? (If you're using PrepScholar, we tell you this automatically). After this, take the test a second time, but follow the timer strictly. Then reflect on how time pressure changes things, and what you must do to counter this. With this second test, you also have a sense of what your mistakes are. For each mistake, write down two reasons you made it, like "carelessness" or "didn't know quadratic equation." Then, tally up the reasons and brainstorm ways to study for them. (If you're using PrepScholar, this tally analysis will be done for you automatically). These two tests will also prepare you well for the PSAT, which happens in October of sophomore year (see the PSAT timeline here). November of Sophomore Year You now have a list of major errors and how to study for them. For example, you might find yourself forgetting grammar rules, and so you'll spend 10 hours memorizing the most commonly tested grammar rules on the SAT. Or you might find that you don't know quadratic equations, and spend 10 hours reviewing them. You'll want to prioritize your content issues first. Content issues are those with fundamental knowledge of math, reading, writing, science, and so forth. These are things like what subject verb agreement is, trapezoids and their properties, and so on. Content issues are the hardest to forget, so studying early has an advantage. These issues are also the most the scalable: even if you dump a lot of time into fundamental content, you'll continue to improve as you know more of it. In fact, if you are scoring under a 1330 on the SAT or a 30 on the ACT, most of your gap is simply due to missing fundamental content. So make sure your foundations are strong. When exactly to take the next step depends on both your time budget and how much fundamental content is missing. If you're scoring, say, 1000 on the SAT or 18 on the ACT, and are budgeting over 200 hours, then the above steps should really be started earlier. The schedule here assumes you're studying 100 hours and already have a 1330 on your SAT / 30 on your ACT for the next step. March of Sophomore Year At this point, you want to shift towards strategy. Repeat the September analysis: do a timed test and see which questions are losing you points. However, this time notice where you're going wrong with strategy and test tactics instead of content. Notice when you run out of time, or make a careless mistake. Notice if you've rushed too much in one section versus another. Now come up with a few ideas to attack your strategic flaws (or if you're using PrepScholar, we come up with these strategies for you). Test out your plan by doing a few sections at a time. Do these new strategies you've thought up work? Iterate on these strategies, and repeat until you get your strategy down. At this point, ask yourself, are you getting the score you want for your school? If so, you can take it a bit easier (but still continue on). Otherwise, consider budgeting more time for studying. Bonus: Want to get a perfect SAT or ACT score? Read our famous guide on how to score a perfect 1600 on the SAT, or a perfect 36 on the ACT. You'll learn top strategies from the country's leading expert on the SAT/ACT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide or 36 ACT guide today and start improving your score. Summer before Junior Year This is Round Two of your studying. Repeat the September to March process: find more fundamental content weaknesses, and then look again for strategic weaknesses. Why split the process into two rounds? First, it increases your creativity - you may come up with strategies the second time around that you missed the first time around. Also, the strategies you use in the end will depend highly on your final performance. If you're scoring in the 800/1600 range on the SAT, skipping questions is key. If you're scoring 1270/1600, you can barely afford to skip any questions. By criss-crossing your studying this way, you get a better idea of your final score earlier on. Fall of Junior Year Sign up to take the first SAT or ACT of the year, usually August or September, respectively. Make sure you have a strong final week leading up to the test date. Before you take the test, estimate yourexpected "interquartile range." Suppose you expect there's a 75% chance you'll do better than a 900, and a 25% chance you'll do better than a 1000. Then your interquartile range is 900-1000. The Rest of Junior Year Take the SAT or ACT and then see what your score is. On your first test, if you score lower than the top of your interquartile range, plan to take it again in two months (likely December), following a shortened version of the study plan from the summer before your junior year. If your second score is less than the middle of your interquartile range, try once more in another 2-3 months, likely in February or March. Finally, if your third score is less than the bottom end of your expected interquartile range, try one last time, likely in June. Remember, taking the SAT / ACT more often is generally better for you, especially if you're scoring lower than you expected! Conclusion The above guide is a comprehensive way to study well for the ACT or SAT given 100 hours and 1 year or more of study time. The main theme is tallying up your mistakes and coming up with strategies to focus on them. If you want a system that automatically does this tracking and scheduling for you, check out our PrepScholar software. It comes with a free trial! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!