The Ultimate Body Language Book

overlooked errors that players in the center of the stage made to a greater extent than errors in extreme
positions. This gave center position holders more favourable assessments. It therefore follows that if
you are not particularly adept at a task you might want to take center stage so as to reap the inherent
leadership traits and avoid taking on negative stigma especially if being called upon is strong, and there
is a good likelihood of providing the wrong answer. If you want to stand out and be remembered for it,
take an outlier position where you will be called upon and stand a better chance of being remembered
for it.
Chapter 15 – Seating Arrangements
Who In The Audience Is The Most Keen?
Research by Robert Sommer in the late 1960’s showed how attention and participation was neatly tied
to seating positions. This was especially true for very large audiences where it’s possible to have an
uneven distribution of connectivity with the speaker. His research examined classroom ecology and
revealed that students sitting in the front rows participated much more than those in the back rows and
those in the middle, the most.
Front and center had the highest rate of participation whereas the rear left and rear right the least. One
can picture a reverse arrangement with the largest percentage of participators at the “mouth” of the
funnel nearest the speaker and the “end” of the funnel at the back with the fewest participators. As one
travels back in the seats, those at the sides progressively get left out. Those at the back edges can more
easily ‘escape’ and find refuge from the speaker.
Chapter 15 – Seating Arrangements
Deciphering Cause And Effect From Seating
Position
So which is it cause or effect? What happens when you assign seating versus allow people to choose
their seating? A study by Douglas Levine of the University of California in 1980 sought out to measure
this exact question. The study examined two phases, one where students were allowed to choose their
own seating and the second where seating was randomly assigned. They found that students sitting at
the front did much better than those sitting at the rear but only if the seats were chosen by the students.
When the seating was assigned there was no discernible different in test scores. They did find that
student involvement was affected by seating however, as in both cases participation was greater for
those sitting in the front seats. Thus, it becomes evident that students who want to learn more choose
seats in the front rows because it allows them a better view of the teacher and also allows them to
participate more. Those that want to blend in and avoid participation sit at the rear and sides. Other
studies show that keener students often choose seats in the front and also those that relate better to the
instructor will orient themselves in relation to them.
In another study conducted in 2004 arranged seating was found to affect test scores contrary to the
study presented above. Here economics professors Mary Benedict and John Hoag at Bowling Green
State University found that students who were forced forward produced a net gain in test scores. For
example, a student who preferred a back seat but was forced to a center row, reduced the probability of