Schoolbook Texts: Behavioral Achievement Priming in Math and Language.
Identifieur interne : 000159 ( PubMed/Curation ); précédent : 000158; suivant : 000160Schoolbook Texts: Behavioral Achievement Priming in Math and Language.
Auteurs : Stefan Engeser [Allemagne] ; Nicola Baumann [Allemagne] ; Ingrid Baum [Allemagne]Source :
- PloS one [ 1932-6203 ] ; 2016.
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Abstract
Prior research found reliable and considerably strong effects of semantic achievement primes on subsequent performance. In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. The implication that achievement primes in schoolbooks can foster performance is discussed along with general theoretical implications.
DOI: 10.1371/journal.pone.0150497
PubMed: 26938446
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In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. The implication that achievement primes in schoolbooks can foster performance is discussed along with general theoretical implications.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">26938446</PMID><DateCreated><Year>2016</Year><Month>03</Month><Day>04</Day></DateCreated><DateCompleted><Year>2016</Year><Month>08</Month><Day>01</Day></DateCompleted><DateRevised><Year>2016</Year><Month>03</Month><Day>11</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Electronic">1932-6203</ISSN><JournalIssue CitedMedium="Internet"><Volume>11</Volume><Issue>3</Issue><PubDate><Year>2016</Year></PubDate></JournalIssue><Title>PloS one</Title><ISOAbbreviation>PLoS ONE</ISOAbbreviation></Journal><ArticleTitle>Schoolbook Texts: Behavioral Achievement Priming in Math and Language.</ArticleTitle><Pagination><MedlinePgn>e0150497</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1371/journal.pone.0150497</ELocationID><Abstract><AbstractText>Prior research found reliable and considerably strong effects of semantic achievement primes on subsequent performance. In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. 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