Students’ Nonverbal Reaction to Tutors’ Warm/Cold Nonverbal Behavior

Abstract

Summary This study investigated students’ nonverbal reaction toward differences in their tutor's nonverbal behavior. Forty-eight Australian undergraduates of both sexes served as Ss and their nonverbal behaviors were investigated in a 2 (S's sex) × 2 (Confederate-Tutor's sex) × 2 (Warm/Cold nonverbal condition) factorial design. They were asked to memorize a poem for one minute and were required to recite it back to the confederate-tutor within a three-minute time limit. This interaction was video-taped without the S's knowledge. The videotape was then scored for nonverbal behaviors that might indicate liking and approval. The results indicated that Ss interacting with a “warm” tutor had more direct eye gaze, and showed more head-nods and smiles than Ss in the “cold” condition. Alternatively, Ss in the cold condition showed more backward lean, frowned more, and shook their heads more than Ss in the warm condition. Tutor's sex also influenced the S's nonverbal behavior, interacting with S's sex and the nonverbal condition.