Abstract
Abstract This study investigated the detection of teacher expectancy effects from extremely brief samples of their nonverbal behavior. Four groups of judges, ranging from 10-year-old students to experienced teachers, rated 10-s samples of teacher behavior when the teachers were talking about and talking to a high-expectancy student and a low-expectancy student. Three types of clips were used for each condition: audio only, video only, and audio plus video. The study was focused exclusively on nonverbal communication: all comprehension of verbal content was eliminated, because the video-taped teachers spoke Hebrew, and the New Zealand judges spoke English. All groups of judges showed considerable detection from the “talking to student” clips, rating the (unseen) high-expectancy student as a better learner and as better liked by the teacher than the (also unseen) low-expectancy student. The judges based their guesses on teachers' facial expressions and body language. As hypothesized, no detection was made b...
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