Book Reviews

Abstract

The verbal and nonverbal behaviors of sixth grade children tutoring third grade children were analyzed. Results showed that when the tutee was doing well there was a greater proportion of positively toned affective statements made by the tutor, and when the tutee was doing poorly there were more negatively toned affective statements. Similarly, the nonverbal behavior of tutors tended to reflect the performance of the tutee. The relationship between verbal and nonverbal behavior was examined.