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A versus F: the effects of implicit letter priming on cognitive performance
Keith D Ciani1, Kennon M Sheldon
1Department of Educational, School, and Counseling Psychology, University of Missouri, Columbia, USA. kdcgd4@mizzou.edu
The British Journal of Educational Psychology
|July 23, 2009
Summary
Exposure to the letter A improved academic performance, while exposure to the letter F impaired it. These effects on cognitive performance occurred outside of conscious awareness, highlighting the impact of nonconscious processes.
Area of Science:
- Psychology
- Cognitive Science
- Educational Psychology
Background:
- Motivational responses outside conscious awareness can influence academic performance.
- Research explored the link between primed evaluative letters (A and F), achievement motivation, and cognitive performance.
Purpose of the Study:
- To investigate if exposure to the letter A enhances performance and the letter F impairs it.
- To determine if these effects are rooted in implicit approach/avoidance motivation and occur nonconsciously.
Main Methods:
- Three experiments were conducted with undergraduate and graduate students at a university.
- Participants were exposed to either the letter A or F (or J as a control) via ostensible ID codes before completing cognitive tasks like analogies and anagrams.
Main Results:
- Exposure to the letter A consistently enhanced performance compared to the letter F.
- The letter F impaired performance on achievement tasks.
- Effects were observed across different participant groups, settings, tasks, and presentation methods.
- Evidence from debriefing and self-reports indicated the effects occurred outside conscious awareness.
Conclusions:
- Students are susceptible to the influence of evaluative letters presented subliminally.
- Nonconscious processes play a significant role in academic achievement settings.
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