The authors investigated the influence of routine on people's estimation of time, testing the hypothesis that duration is remembered as being shorter when time is spent in a routine activity. In 4 experiments and 2 field studies, the authors compared time estimations in routine and nonroutine conditions. Routine was established by a sequence of markers (Study 1), variation of the task (Studies 2 and 3), or the number of repetitive blocks (Study 4). As hypothesized, the duration of the task was remembered as being shorter in routine conditions than in nonroutine ones. This trend was reversed in experienced (prospective) judgments when participants were informed beforehand of the duration-judgment task (Study 3). In Studies 5 and 6, the authors examined remembered duration judgments of vacationers and kibbutz members, which provided further support for the main hypothesis.The same space of time seems shorter as we grow older. . . . In youth we may have an absolutely new experience, subjective or objective, every hour of the day. Apprehension is vivid, retentiveness strong, and our recollections of that time, like those of a time spent in rapid and interesting travel, are of something intricate, multitudinous, and longdrawn-out. But as each passing year converts some of this experience into automatic routine which we hardly note at all, the days and the weeks smooth themselves out in recollection to contentless units, and the years grow hollow and collapse. (James, 1890, p. 625) In this work, we examine the influence of routine on people's estimations of time. A previous (unpublished) study found that people who routinely fly on planes felt safer and more secure and reported swifter passage of time during flights than did people who fly less often (Avni-Babad, 2001). With the current investigation, we attempt to gain a better understanding of the power of routine and its influence on time perception.

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An examination of the influence of routine behaviour on people's feelings of safety, confidence, and well-being shows, as hypothesized, that these positive emotions increase with routine behaviour. Five studies were conducted on flights, in different neighbourhoods of the city, in the laboratory performing a routine or a non-routine task, and in seating behaviour in university classrooms. In all studies, participants reported more feelings of safety, confidence, and well-being in routine situations. Thus, routine enhances feelings of safety, confidence, and well-being in many aspects of everyday life.

Can a few seconds of high school teachers' nonverbal (NV) behavior predict students' ratings of these teachers (SRT)? Yes, but NV-SRT relations varied among various instructional situations. NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. NV behaviors in frontal teaching were negatively related to SRT. The most negative NV-SRT relations were found for teachers' differential NV behavior toward high-versus low-achieving students. Teacher differentiality and SRT have rarely been investigated in high school. The structure of SRT seems to differ between high school and college, and students' anger about teachers' differentiality strongly predicted their evaluations.

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