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Schoolbook Texts: Behavioral Achievement Priming in Math and Language

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  • Stefan Engeser
  • Nicola Baumann
  • Ingrid Baum

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.

Suggested Citation

  • Stefan Engeser & Nicola Baumann & Ingrid Baum, 2016. "Schoolbook Texts: Behavioral Achievement Priming in Math and Language," PLOS ONE, Public Library of Science, vol. 11(3), pages 1-15, March.
    • Handle: RePEc:plo:pone00:0150497
    DOI: 10.1371/journal.pone.0150497
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    References listed on IDEAS

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    2. David R Shanks & Ben R Newell & Eun Hee Lee & Divya Balakrishnan & Lisa Ekelund & Zarus Cenac & Fragkiski Kavvadia & Christopher Moore, 2013. "Priming Intelligent Behavior: An Elusive Phenomenon," PLOS ONE, Public Library of Science, vol. 8(4), pages 1-10, April.
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