Schoolbook Texts: Behavioral Achievement Priming in Math and Language.
Schoolbook Texts: Behavioral Achievement Priming in Math and Language.
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DOI：
10.1371/journal.pone.0150497
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发表时间：
2016
期刊：
影响因子：
3.7
通讯作者：
Baum I
中科院分区：
文献类型：
--
作者：
Engeser S;Baumann N;Baum I
先前的研究发现，可靠的和相当强大的影响语义成就启动对随后的性能。为了模拟更自然的启动条件，以更好地理解语义成就启动效应的实际相关性，运行的教科书摘录的文本与无成就启动作为启动刺激。此外，我们操纵的成就背景;一些科目没有收到反馈，他们的成就和其他人收到反馈，根据社会或个人的参考规范。正如预期的那样，我们发现了一个可靠的（虽然小）积极的行为启动效应的语义成就启动数学（实验1）和语言任务（实验2）的成就。反馈调节的行为启动效果不一致，比我们预期的。在教科书中的成就启动可以促进性能的含义进行了讨论沿着一般的理论影响。
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.