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Media bias was investigated through the effects of a TV interviewer's preferential behavior on the image of the interviewee in the eyes of the viewers. Judges viewed a political interview with either a friendly or a hostile interviewer then rated their impressions of the interviewed politician, whose behavior was identical in all conditions. The preferential nonverbal behavior of the interviewer (controlling for recognition and comprehension of verbal content) systematically influenced viewers' ratings of the politician. The effect consisted mainly of damage to the politician in the hostile interviewer condition. Describing the interviewee as a professor yielded a similar preferential behavior effect. A strong halo effect was identified, but it was ruled out as the mechanism accounting for the interviewer effect.

Sensitivity to verbal and nonverbal communication was rated in brief samples of behavior by the following groups in Israel: (1) 39 fourth graders; (2) 37 seventh graders; (3) 33 tenth graders; (4) 23 teachers-in-training; and (5) 19 experienced elementary school teachers. Both students and teachers could detect differential expectancy information. (SLD)

A relatively context-free method of assessing teacher behavior was tested on nine preschool teachers, five elementary school teachers, and seven remedial teachers in Israel. The context is removed via use of extremely brief (10-second) video clips of teacher behavior, separated into verbal and non-verbal channels. (TJH)

The Media Bias Effect (MBE) represents the biasing influence of the nonverbal behavior of a TV interviewer on viewers' impressions of the interviewee. In the MBE experiment, participants view a 4-min made-up political interview in which they are exposed only to the nonverbal behavior of the actors. The interviewer is friendly toward the politician in one experimental condition and hostile in the other. The interviewee was a confederate filmed in the same studio, and his clips are identical in the two conditions. This experiment was used successfully in a series of studies in several countries (Babad and Peer in J Nonverbal Behav 34(1):57–78, 2010. https://doi.org/10.1007/s10919-009-0078-x) and was administered in the present research. The present investigation focused on the interviewer's source credibility and its persuasive influence. The viewers filled out questionnaires about their impressions of both the interviewer and the interviewee. A component of "interviewer's authority" was derived in PCA, with substantial variance in viewers' impressions of the interviewer. In our design, we preferred the conception of Epistemic Authority (Kruglanski et al. in Adv Exp Soc Psychol 37:345–392, 2005)—based on viewers' subjective perceptions for deriving authority status—to the conventional design of source credibility studies, where dimensions of authority are pre-determined as independent variables. The results demonstrated that viewers who perceived the interviewer as an effective leader demonstrated a clear MBE and were susceptible to his influencing bias, but no bias effect was found for viewers who did not perceive the interviewer as an effective leader. Thus, Epistemic Authority (source credibility) moderated the Media Bias Effect. [ABSTRACT FROM AUTHOR]

Two paradigms measuring teaching effectiveness in higher education—one focusing on instructional behaviors (SET), and the other, on teachers' nonverbal and verbal immediacy (NVI-VI)—have been estranged from each other for decades despite their common focus on teaching effectiveness. To juxtapose the two paradigms, both SET and NVI-VI questionnaires were administered at separate times in courses taught by 183 college instructors. Correlations between the two measures were extremely high (up to r = 0.72), and a PCA yielded a strong and highly reliable first un-rotated component, indicating that the same underlying construct of "teaching effectiveness" was validly measured by both paradigms. Two clear components emerged after rotation, representing clear SET and NVI factors. Following median splits into a 2 × 2 table, consonant status of individual instructors on both SET and NVI-VI (being either "High/High" or "Low/Low") was found for 73% of the 183 instructors, but over a quarter of the sample demonstrated dissonant status, equally distributed between being "High SET/Low NVI-VI" or "Low SET/High NVI-VI." The NVI measurement administered in the 5th week of the semester predicted effectively the SET global evaluation at the end of the course. A theory of "Student Evaluations Fast and Slow" was proposed (following Kahneman's theorizing), where the early "fast" NVI precedes the later "slow" reasoned SET, leading to a rich, integrated picture of teaching effectiveness. [ABSTRACT FROM AUTHOR]

Previous research demonstrated that viewers’ judgments of an interviewee are influenced by the nonverbal behavior of the interviewer. In studies of this media bias effect, judges view a short political interview with a friendly or a hostile interviewer, and then rate their impressions of the interviewee, whose behavior remains identical in all conditions. The present research utilizes the same design and materials to explore potential cognitive remedies, to investigate the effect of attitude similarity on media bias, and to meta-analyze seven replications of the media bias effect. In Study 1, a cognitive remedy in the form of an instruction to ignore the interviewer neutralized and even reversed the media bias effect. In Study 2, insertion of a brief segment depicting a “beaming” and relaxed interviewee also reversed the media bias effect. Study 3 demonstrated that negative ratings of the interviewee due to interviewer’s hostility were intensified when respondents considered the interviewee as “one of them” politically, and disappeared when he was perceived as “one of us”. Study 4 demonstrated the consistency of the media bias effect by meta-analyzing seven replications in different countries. Implications for nonverbal research and for media research concerning the consistency of the media bias effect and its amenability to remedy are discussed. [ABSTRACT FROM AUTHOR]

This study examined the power of judges’ ratings of professors’ nonverbal (NV) classroom behavior in content-free brief instances (nine seconds) to predict actual end-of-course students’ ratings of teaching (SRT). Professors in 67 courses were videotaped in 4 instructional situations: First class session; Lecturing; Interacting with students; and Talking about the course. The overall finding was that thin slices of professors’ content-free NV behavior could indeed predict SRT, but different patterns were found for defined instructional situations. Positive judgments of brief instances of NV lecturing behavior predicted positive post-course SRT components pertaining to the instructor. Positive judgments of NV behavior while interacting with students were negatively related to favorable SRTs. This counter-intuitive finding was tentatively explained by the fact that SRTs were negatively related to course difficulty, and professors presumably might have made greater efforts in their interaction with students in difficult courses, but these courses received lower ratings anyway. Micro-analyses of 44 molecular variables illuminated the NV profile of effective lecturing, and showed distinctions between NV profiles of effective professors and effective TV interviewers from a previous study. Social-educational implications of the findings for the SRT literature and for the NV literature were discussed. [ABSTRACT FROM AUTHOR]

Implicit and explicit norms in broadcasting require that interviewees be treated in a fair and objective manner and given an equal chance to express themselves, regardless of interviewers' personal liking or preference. Nonverbal behavior of seven Israeli televison interviewers was investigated to discover whether they treated politicians from opposing camps and other interviewees in a differential or fair manner. Very brief clips (averaging 7 seconds) showing the interviewer alone were judged by American students who had no comprehension of speech content. In Study 1, all six interviewers were found to demonstrate differential nonverbal behavior toward interviewees, and four of them treated Labor versus Likud camp politicians in a differential manner. A range of individual differences in effect magnitudes of the differential behavior effects was found. Study 2 focused on two lengthy parallel interviews conducted by a prominent interviewer during the 1996 election campaign with the two candidates for prime minister. The interviewer's nonverbal behavior was found to be blatantly preferential in favor of one candidate. Study 3 examined micro behaviors contributing to the formation of global negative/positive impressions. Correlational analyses yielded several global (presumably universal) mediators: smiling, rhythmical beating hand movements, leaning forward, sarcasm, and attempts to regulate the interviewee. Each interviewer was found to demonstrate a unique personal style in which different nonverbal behaviors mediated the overall impression. The tentative conclusion is that more dominant and aggressive interviewers show more differential/preferential behavior. Social and ethical implications, as well as implications for nonverbal research, are discussed. [ABSTRACT FROM AUTHOR]