The Effects of Positive Nonverbal Examiner Comments on the Wisc-R Performance of Americans in Lebanon

Thirty American junior and senior high school students living in Lebanon were randomly selected and assigned to one of two treatment groups. Students in the experimental group were individually tested by a psychologist who consistently leaned forward, establishing eye contact while simultaneously smiling and nodding after each examinee response. In the second treatment, the same psychologist sat back and consistently looked down at his scoring sheet while maintaining a bland expression. The groups receiving the positive nonverbal treatment achieved higher WISC-R scaled scores than the neutral nonverbal comment treatment group. The incidence of examinee overelaboration was recorded as an index of anxiety, and a significant difference was observed in the direction of the nonverbal praise procedure. The efficacy of the treatment as a means of reducing anxiety during individually administered examinations was noted and discussed.