Nonverbal mediators of teacher expectancy effects.

Publisher Website
Google Scholar
Abstract
Asked 21 male and 21 female undergraduates to tutor a 12-yr-old boy who was described as either bright or dull. Control group Ss were given no information about the child's intelligence. The 5-min interaction was videotaped without the S's knowledge, and the videotape was scored for nonverbal behaviors that might indicate liking and approval. Ss with a "bright" pupil smiled more, had more direct eye gaze, leaned forward more, and nodded their heads up and down more than did control tutors or tutors who thought their pupils were dull. The latter 2 conditions did not differ from each other on these measures. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This publication has 0 references indexed in Scilit: