Abstract
It was hypothesized that grades on a midterm examination given to 169 students would be associated with indirect behavioral measures of spelling the instructor's name correctly, handing in one's paper early or late, making social contact with the proctor when handing in the paper, wearing bright or printed clothing, and picking up an announcement. While there were some significant correlations between indirect behavioral measures and grades, the intercorrelations among the indirect behavioral measures themselves were of such low magnitude as to indicate a need for further validation and, in the interim, great caution in their clinical application.
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