ABSTRACT
Most of us have participated in, or at least witnessed, the following classroom dynamic. The sequence begins when the professor pauses during a complex lecture to ask the students if they have any questions. At this point, the bewildered but outwardly composed students furtively try to gauge their classmates’s reactions. Despite widespread confusion, no hands are raised. This aspect of the dynamic is not surprising—students can hardly be blamed for not wishing to embarrass themselves in front of their professor and peers. The surprise comes with the next step in the sequence. Students misinterpret the silence and demeanor of the other students, inferring that their classmates understand the lecture and that they alone are confused.
