The effects of positional stress and receiver apprehension on leniency errors in speech evaluation: A test of the rating error paradigm

Abstract

This study tests predictions drawn from the rating error paradigm. The interaction of positional stress and receiver apprehension was utilized to illustrate the working of the theory. The interaction predicted was that raters in a pre‐positional stress/high receiver apprehension condition would exhibit more positive leniency errors when rating speeches than would raters in a post‐positional/low receiver apprehension condition. The hypothesis was confirmed. Applications for teachers are discussed and the implications for the paradigm are presented.