The effects of the protocol film series, Concepts and Patterns in Teacher-Pupil Interaction, were measured by a film-based test after the test had undergone validation. The test, Categorizing Teacher Behavior, evidenced a high level of reliability and validity in a graduate level course in educational psychology. The test was judged valid by a jury of experts and showed a significant increase in mean test performance from a pretest situation to a posttest situation. Further, there was a significant decrease in variances from pretest to posttest. There was evidence that the use of the Concept and Pattern films in an instructional setting (a course in educational psychology) had a significant effect on concept acquisition as measured by the film-based test. The evidence suggests that there was a gain on all of the concepts (probing, informing, approving, disapproving, productive questioning, and reproductive questioning) from a time period prior to instruction to a time period after instruction. (Author)