In the second administration, following a 30–minute exposure to the instructor, students' judgments changed considerably, most warm/cold effects disappeared, and, unlike the common reports in the literature, we found only a moderate level of perseverance. In the larger courses of Instructor B (but not in the smaller courses of Instructor A), the cold instructor was judged higher than the warm one in academic components of SET. In the first administration, strong warm/cold differences were found for the social components of SET, and warm instructors were also judged as more lenient. Students completed attributed course evaluation forms three times: (a) after receiving fabricated “warm” or 'cold" information but before seeing the instructor (b) after a 30–minute exposure to the instructor in an introductory lecture and (c) at the end of the semester. Solomon Asch's classic (1946) “warm/cold” research was replicated in this study with introductory psychology professors, using students' evaluations of teaching (SET) as dependent variables.
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