255:
etc. that provide particular individuals with an early advantage. These factors have a multiplicative effect which helps these scholars succeed later. The cumulative advantage model argues that an initial success helps a researcher gain access to resources (e.g., teaching release, best graduate students, funding, facilities, etc.), which in turn results in further success. Search costs minimization by journal editors takes place when editors try to save time and effort by consciously or subconsciously selecting articles from well-known scholars. Whereas the exact mechanism underlying these phenomena is yet unknown, it is documented that a minority of all academics produce the most research output and attract the most citations.
285:
that are in reciprocal relationships with reading are also inhibited from further development. The longer this developmental sequence is allowed to continue, the more generalized the deficits will become, seeping into more and more areas of cognition and behavior. Or to put it more simply – and sadly – in the words of a tearful nine-year-old, already falling frustratingly behind his peers in reading progress, "Reading affects everything you do."
54:, whereby wealth or credit is distributed among individuals according to how much they already have. This has the net effect of making it increasingly difficult for low ranked individuals to increase their totals because they have fewer resources to risk over time, and increasingly easy for high rank individuals to preserve a large total because they have a large amount to risk.
319:
MUSICLAB, people could listen to music and choose to download the songs they enjoyed the most. The song choices were unknown songs produced by unknown bands. There were two groups tested; one group was given zero additional information on the songs and one group was told the popularity of each song and the number of times it had previously been downloaded.
230:
disproportionate visibility given to articles from acknowledged authors, at the expense of equally valid or superior articles written by unknown authors. They also noted that the concentration of attention on eminent individuals can lead to an increase in their self-assurance, pushing them to perform research in important but risky problem areas.
323:
experiment's findings, the performance rankings had the largest effect boosting expected downloads the most. Download rankings had a decent effect; however, not as impactful as the performance rankings. Also, Abeliuk et al. (2016) proved that when utilizing “performance rankings”, a monopoly will be created for the most popular songs.
247:). As a result, the disparity between the large number of short careers and the relatively small number of extremely long careers can be explained by the "rich-get-richer" mechanism, which in this framework, provides more experienced and more reputable individuals with a competitive advantage in obtaining new career opportunities.
284:
Slow reading acquisition has cognitive, behavioral, and motivational consequences that slow the development of other cognitive skills and inhibit performance on many academic tasks. In short, as reading develops, other cognitive processes linked to it track the level of reading skill. Knowledge bases
229:
Merton and
Zuckerman furthermore argued that in the scientific community the Matthew effect reaches beyond simple reputation to influence the wider communication system, playing a part in social selection processes and resulting in a concentration of resources and talent. They gave as an example the
213:
to describe how, among other things, eminent scientists will often get more credit than a comparatively unknown researcher, even if their work is similar; it also means that credit will usually be given to researchers who are already famous. For example, a prize will almost always be awarded to the
309:
of earlier nodes in a network, which explains that these nodes tend to attract more links early on. "Because of preferential attachment, a node that acquires more connections than another one will increase its connectivity at a higher rate, and thus an initial difference in the connectivity between
254:
In science, dramatic differences in productivity may be explained by three phenomena: sacred spark, cumulative advantage, and search costs minimization by journal editors. The sacred spark paradigm suggests that scientists differ in their initial abilities, talent, skills, persistence, work habits,
250:
A large
Matthew effect was discovered in a study of science funding in the Netherlands, where winners just above the funding threshold were found to accumulate more than twice as much funding during the subsequent eight years as non-winners with near-identical review scores that fell just below the
272:
to describe a phenomenon observed in research on how new readers acquire the skills to read. Effectively, early success in acquiring reading skills usually leads to later successes in reading as the learner grows, while failing to learn to read before the third or fourth year of schooling may be
318:
Social influence often induces a rich-get-richer phenomenon where popular products tend to become even more popular. An example of the
Matthew Effect's role on social influence is an experiment by Salganik, Dodds, and Watts in which they created an experimental virtual market named MUSICLAB. In
276:
This is because children who fall behind in reading would read less, increasing the gap between them and their peers. Later, when students need to "read to learn" (where before they were learning to read), their reading difficulty creates difficulty in most other subjects. In this way they fall
322:
As a result, the group that saw which songs were the most popular and were downloaded the most were then biased to choose those songs as well. The songs that were most popular and downloaded the most stayed at the top of the list and consistently received the most plays. To summarize the
242:
A model for career progress quantitatively incorporates the
Matthew Effect in order to predict the distribution of individual career length in competitive professions. The model predictions are validated by analyzing the empirical distributions of career length for careers in science and
178:
And he answered them, "To you it has been given to know the secrets of the kingdom of heaven, but to them it has not been given. For to him who has will more be given, and he will have abundance; but from him who has not, even what he has will be taken
310:
two nodes will increase further as the network grows, while the degree of individual nodes will grow proportional with the square root of time." The
Matthew Effect therefore explains the growth of some nodes in vast networks such as the Internet.
1496:. New York: Guilford Press.nningham, A. E., & Chen, Y.–J. (2014). Rich-get-richer effect (Matthew Effects). In P. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development. New York: Sage.
27:, is the tendency of individuals to accrue social or economic success in proportion to their initial level of popularity, friends, and wealth. It is sometimes summarized by the adage or platitude "
226: – "No scientific discovery is named after its original discoverer" – with Stigler explicitly naming Merton as the true discoverer, making his "law" an example of itself.
1454:
Cunningham, A. E., & Chen, Y.–J. (2014). Rich-get-richer effect (Matthew
Effects). In P. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development. New York: Sage.
61:, of Columbia University, led a new wave of research. He believed he discovered that the inequality that existed in the social sciences also existed in other institutions.
632:
Rigney, Daniel (2010). "Matthew
Effects in the Economy.” The Matthew Effect: How Advantage Begets Further Advantage. Columbia University Press. pp. pp. 35–52.
58:
293:. Such cases argue that early education intervention is essential for disabled children, and that failing to do so negatively impacts those children.
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Take heed then how you hear; for to him who has will more be given, and from him who has not, even what he thinks that he has will be taken away.
1285:
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Experiments manipulating download counts or bestseller lists for books and music have shown consumer activity follows the apparent popularity.
57:
Early studies of
Matthew effects were primarily concerned with the inequality in the way scientists were recognized for their work. However,
1010:
Kempe, C., Eriksson-Gustavsson, A. L., & Samuelsson, S (2011). "Are There any
Matthew Effects in Literacy and Cognitive Development?".
28:
1535:
92:
For to every one who has will more be given, and he will have abundance; but from him who has not, even what he has will be taken away.
1426:
Bahr, Peter Riley (2007). "Double jeopardy: Testing the effects of multiple basic skill deficiencies on successful remediation".
1363:
Abeliuk, Andrés; Berbeglia, Gerardo; Cebrian, Manuel; Van
Hentenryck, Pascal (2015-04-01). Huerta-Quintanilla, Rodrigo (ed.).
478:"The Matthew Effect in Science, II : Cumulative Advantage and the Symbolism of Intellectual Property by Robert K. Merton"
436:
110:
I tell you, that to every one who has will more be given; but from him who has not, even what he has will be taken away.
398:
1515:
1190:
85:
40:
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348:
223:
1467:"Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy"
1208:"Transient dynamics in trial-offer markets with social influence: Trade-offs between appeal and quality"
1525:
1072:
135:
For to him who has will more be given; and from him who has not, even what he has will be taken away.
644:"The Matthew Effect in Science, II: Cumulative advantage and the symbolism of intellectual property"
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986:"The Superstar Phenomenon in the Knowledge Management and Intellectual Capital Academic Discipline"
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853:"Quantitative and Empirical demonstration of the Matthew Effect in a study of Career Longevity"
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further and further behind in school, dropping out at a much higher rate than their peers.
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1309:"Experimental Study of Inequality and Unpredictability in an Artificial Cultural Market"
1274:. Thirty-First AAAI Conference on Artificial Intelligence. Vol. 31. San Francisco.
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689:"Experimental Study of Inequality and Unpredictability in an Artificial Cultural Market"
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Petersen, Alexander M.; Jung, Woo-Sung; Yang, Jae-Suk; Stanley, H. Eugene (2011).
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most senior researcher involved in a project, even if all the work was done by a
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The concept concludes two of the three synoptic versions of the parable of the
115:
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1120:
Barabási, A-L; Albert, R (1999). "Emergence of scaling in random networks".
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Progress in Understanding Reading: Scientific Foundations and New Frontiers
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In education, the term "Matthew effect" has been adopted by psychologist
1073:"Wrightslaw - North Carolina, Review Officer Special Education Decision"
1485:
1206:
Altszyler, E; Berbeglia, F.; Berbeglia, G.; Van Hentenryck, P. (2017).
1306:
Salganik, Matthew J.; Dodds, Peter S.; Watts, Duncan J. (2006-02-10).
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The concept is presented again in Matthew outside of a parable during
1362:
662:
871:
584:
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Taming the Matthew Effect in Online Markets with Social Influence
1365:"The Benefits of Social Influence in Optimized Cultural Markets"
1097:"Assessment & Testing - The Matthew Effect - Wrightslaw.com"
1264:
289:
This effect has been used successfully in legal cases, such as
1183:
Networks, Complexity And Internet Regulation – Scale-Free Law
171:
174:'s explanation to his disciples of the purpose of parables:
788:
1459:
The Matthew Effect: How Advantage Begets Further Advantage
789:
van de Rijt, A.; Kang, S.; Restivo, M.; Patil, A. (2014).
273:
indicative of lifelong problems in learning new skills.
983:
791:"Field Experiments of Success-Breeds-Success Dynamics"
984:
Serenko, A.; Cox, R.; Bontis, N.; Booker, L. (2011).
921:
1060:
Beginning to Read: Thinking and Learning about Print
84:
The concept concludes both synoptic versions of the
354:
The internal contradictions of capital accumulation
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451:
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1265:Berbeglia, F.; Van Hentenryck, P. (2017-02-10).
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50:The Matthew effect may largely be explained by
922:Bol, T.; de Vaan, M.; van de Rijt, A. (2018).
1258:
1199:
305:, the Matthew effect is used to describe the
69:The concept is named according to two of the
1113:
1044:: CS1 maint: multiple names: authors list (
1012:Scandinavian Journal of Educational Research
844:
687:; Dodds, Peter S.; Watts, Duncan J. (2006).
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29:the rich get richer and the poor get poorer
16:The rich get richer and the poor get poorer
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431:(1 ed.). Little, Brown and Company.
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205:, "Matthew effect" was a term coined by
924:"The Matthew Effect in Science Funding"
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291:Brody v. Dare County Board of Education
196:
31:". The term was coined by sociologists
21:Matthew effect of accumulated advantage
1503:
1062:. Cambridge, MA: MIT Press. pp. 59–60.
749:"Bestseller Lists and Product Variety"
641:
572:Journal of the Royal Society Interface
568:"The Matthew effect in empirical data"
268:and popularised by education theorist
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131:(absent in the version of Matthew):
39:in 1968 and takes its name from the
13:
1418:
1356:
445:
399:Virtuous circle and vicious circle
296:
14:
1547:
1536:Sociology of scientific knowledge
452:Shaywitz, David A. (2008-11-15).
768:10.1111/j.1467-6451.2007.00327.x
423:Gladwell, Malcolm (2008-11-18).
218:. This was later formulated by
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1288:from the original on 2022-12-30
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756:Journal of Industrial Economics
507:"The Matthew Effect in Science"
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635:
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427:Outliers: The Story of Success
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389:Quotation § Misquotations
1:
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314:Markets with social influence
1492:Stanovich, Keith E. (2000).
1461:. Columbia University Press.
1428:Research in Higher Education
1390:10.1371/journal.pone.0121934
1233:10.1371/journal.pone.0180040
1152:10.1126/science.286.5439.509
1024:10.1080/00313831.2011.554699
259:
64:
7:
1465:Stanovich, Keith E (1986).
534:10.1126/science.159.3810.56
326:
280:In the words of Stanovich:
233:
10:
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1474:Reading Research Quarterly
505:Merton, Robert K. (1968).
243:professional sports (e.g.
1440:10.1007/s11162-006-9047-y
1181:Guadamuz, Andres (2011).
1058:Adams, Marilyn J. (1990).
747:Sorenson, Alan T (2007).
642:Merton, Robert K (1988).
454:"The Elements of Success"
1516:Sociological terminology
1281:10.1609/aaai.v31i1.10511
224:Stigler's law of eponymy
1457:Rigney, Daniel (2010).
1334:10.1126/science.1121066
993:Journal of Informetrics
952:10.1073/pnas.1719557115
890:10.1073/pnas.1016733108
819:10.1073/pnas.1316836111
718:10.1126/science.1121066
458:The Wall Street Journal
394:Social network analysis
384:Preferential attachment
307:preferential attachment
52:preferential attachment
23:, sometimes called the
602:10.1098/rsif.2014.0378
287:
211:Harriet Anne Zuckerman
194:
168:
150:
125:
107:
86:parable of the talents
41:Parable of the Talents
566:Perc, MatjaĹľ (2014).
349:Google Scholar effect
282:
245:Major League Baseball
176:
151:
133:
108:
90:
685:Salganik, Matthew J.
404:Wealth concentration
339:Capital accumulation
334:Attention inequality
203:sociology of science
197:Sociology of science
1381:2015PLoSO..1021934A
1326:2006Sci...311..854S
1224:2017PLoSO..1280040A
1144:1999Sci...286..509B
943:2018PNAS..115.4887B
881:2011PNAS..108...18P
810:2014PNAS..111.6934V
710:2006Sci...311..854S
594:2014arXiv1408.5124P
526:1968Sci...159...56M
374:Pareto distribution
129:lamp under a bushel
1486:10.1598/rrq.21.4.1
1101:www.wrightslaw.com
1077:www.wrightslaw.com
1526:Gospel of Matthew
1320:(5762): 854–856.
1128:(5439): 509–512.
937:(19): 4887–4890.
804:(19): 6934–6939.
704:(5762): 854–856.
578:(104): 20140378.
438:978-0-316-01792-3
379:Positive feedback
77:(Table 2, of the
71:parables of Jesus
45:Gospel of Matthew
37:Harriet Zuckerman
25:Matthew principle
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59:Norman W. Storer
43:in the biblical
33:Robert K. Merton
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