ERIC Number: ED081568
Record Type: RIE
Publication Date: 1973-Jun
Reference Count: 0
Using Nonverbal Warmth to Increase Learning: A Cross-Cultural Experiment. ISEGR Research Note.
The purposes of this cross-cultural experiment were to: (1) observe whether nonverbal teacher warmth increases the learning and verbal communication of Eskimo students, and (2) determine if Eskimos are more sensitive than whites to teacher warmth. Twenty village Eskimo students and 20 urban white students from the ninth grade, equally divided by sex, attended 2 college guidance and information sessions. The instructor (a 26-year-old white female) behaved in a warm style in one and in a neutral, impersonal style in the other. Three measures which determined differences in verbal expression and learning in the situations were question-answering, question-asking, and learning. The number of words in the student's reply to 4 questions about a class served as the question-answering measure; the number of questions the student asked about information given to him on 2 unfamiliar colleges served as the question-asking measure; and the student's verbal responses to 8 questions measuring information acquisition served as the learning measure. Among the findings were: both Eskimo and white students tended to learn significantly more in a nonverbally warm situation, with Eskimo females showing the greatest increase. All groups had about the same scores when the warm treatment was used first. (NQ)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Alaska Univ., Fairbanks. Inst. of Social, Economic, and Government Research.