Abstract
An experimental study manipulating three levels of teacher nonverbal immediacy indicated, contrary to most previous research and theorizing on immediacy, that the variable has an inverted U curvilinear relationship with cognitive, affective, and behavioral learning. In other words, moderately high teacher immediacy is more effective in helping students learn than either excessively high or low immediacy. The study included a measure of actual student behavior in addition to behavioral attitudes and intentions.
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