Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom.

Tukey HSD follow-up tests confirmed the patterns depicted in Figure 5 ; percentage of content minutes per class session containing anthropocentric language was higher in nonmajor courses than in upper-division majors courses ( p = 0.010), whereas percentage of content minutes per class session containing anthropomorphic language was somewhat higher in upper-division majors courses than in nonmajor courses, although the difference did not reach conventional levels of significance ( p = 0.114).

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Although the qualitative patterns were similar to those seen at University 1 (see Figure 5B ), the anthropic subtype × course audience interaction did not reach statistical significance ( F (2,42) = 1.65, p = 0.205).

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