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Investigated the effect of an O on classroom behavior by comparing early units of observation with later observations. If the effect of the O gradually diminishes over time, the 1st observations should correlate lower than later observations with the last observations. Using 7 trained Os who rated teachers and pupils in 23 classrooms, no consistent patterns over time were detected. 2 alternative conclusions were possible: (1) the teacher and pupil variables occur episodically and are more important that O influence; and (2) the effects of the O are extremely complex and affect various aspects of classroom behavior differentially.

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