behaviors so completely masked a meaningless, jargon-filled, and confused presentation." A 1980 study found that prestige of research could even be increased by a confounding writing style, with research competency being correlated positively to reading difficulty. Anecdotal evidence has since been reported by researchers. Subsequent research Study of Air Force Academy In this study, students were assigned randomly to professors so that the results would not be skewed by better students enrolling with better professors. These professors were then given all the same syllabi, curriculum levels, and final examinations so the difficulty was even for all groups. There was also a follow-up course given to the students to test the value of fundamental learning that the students received. These professors taught introductory calculus to a group of more than 10,000 students to achieve the proper information. When the evaluations were processed, the professors who were less experienced and less qualified had the best evaluations and best performances on the final examination. However the students who attended the examinations given by the more qualified and experienced professors did best on the follow-up examination. This created speculation that the professors who were more experienced taught the material in a more general manner to produce a more fundamental understanding. This became obvious as a result of the follow-up examinations. The results showed that the professors who instilled a more fundamental meaning of the material appeared worse on the initial examination and evaluations, but eventually obtained better academic results. This finding renders questionable the validity of student evaluations. Eyal Peer and Elisha Babad Criticisms of the original study include the experiment's lack of a control group, the use of a "Yes/No" scale, and lack of measurement evaluating learning among the participants. In a study published in the Journal of Educational Psychology, researchers Eyal Peer of Carnegie Mellon University and Elisha Babad of Hebrew University of Jerusalem recreated the original 1973 study taking these criticisms into consideration. Through their research, they found that the Dr. Fox effect was still present despite the manipulations they added. Manipulations included the use of a more in-depth questionnaire, removal of the first thirty seconds of video describing the credentials of the lecturer, and a warning at the beginning of the questionnaire to ensure that participants responded honestly. However, the researchers found that although the students with a charismatic teacher enjoyed the lecture more, they reported that they had not