Matthew effect

The concept is named according to two of the Parables of Jesus in the synoptic Gospels (Table 2, of the Eusebian Canons).

The concept concludes both synoptic versions of the parable of the talents:

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.

— Matthew 25:29, RSV.

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.

— Luke 19:26, RSV.

The concept concludes two of the three synoptic versions of the parable of the lamp under a bushel (absent in the version of Matthew):

For to him who has will more be given; and from him who has not, even what he has will be taken away

— Mark 4:25, RSV.

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.

— Luke 8:18, RSV.

The concept is presented again in Matthew outside of a parable during Christ's explanation to his disciples of the purpose of parables:

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 away."

— Matthew 13:11–12, RSV.

In the sociology of science, "Matthew effect" was a term coined by Robert K. Merton 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.[4][6] For example, a prize will almost always be awarded to the most senior researcher involved in a project, even if all the work was done by a graduate student. This was later formulated by Stephen Stigler as Stigler's law of eponymy – "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.

Merton 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. He gave as an example the disproportionate visibility given to articles from acknowledged authors, at the expense of equally valid or superior articles written by unknown authors. He 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.[4]

In education, the term "Matthew effect" has been adopted by psychologist Keith Stanovich to describe a phenomenon observed in research on how new readers acquire the skills to read: 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 indicative of lifelong problems in learning new skills. [14]

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 further and further behind in school, dropping out at a much higher rate than their peers.

In the words of Stanovich:

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 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."[15]

The Matthew effect plays a role in today's educational system.

Students around the United States participate in the SAT every year to then send those scores to the colleges to which they are applying. The distributor of the SAT, the College board, conducted a study based on the income earned by the families of the test takers. The results showed the Matthew effect is prevalent when it comes to a family's economic earnings: "Students from families earning more than $200,000 a year average a combined score of 1,714, while students from families earning under $20,000 a year average a combined score of 1,326."[16]

Not only do students with a wealthier family score better, but statistics show that students with parents that have accomplished more in school perform better as well. A student with a parent with a graduate degree, for example, averages 300 points higher on their SAT compared to a student with a parent with only a high school degree.[17]

In network science, the Matthew effect is used to describe the preferential attachment of earlier nodes in a network, which explains that these nodes tend to attract more links early on.[18] "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 two nodes will increase further as the network grows, while the degree of individual nodes will grow proportional with the square root of time."[19] The Matthew Effect therefore explains the growth of some nodes in vast networks such as the Internet.[20]

Social influence often induces a rich-get-richer phenomenon where popular products tend to become even more popular.[21] An example of the Matthew Effect’s role on social influence. Salganik, Dodds, and Watts created an experimental virtual market named MUSICLAB. In 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 amount of times it had previously been downloaded.[22] 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 experiments 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.[23] Also, Abeliuk et al. (2016) proved that when utilizing “performance rankings”, a monopoly will be created for the most popular songs.[24]

• Attention inequality
• Capital accumulation
• Google Scholar Effect
• The internal contradictions of capital accumulation
• Matilda effect
• Pareto distribution
• Positive feedback
• Preferential attachment
• Quotation § Misquotations
• Social network analysis
• Virtuous circle and vicious circle
• Wealth concentration
• Lindy effect