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Schoolbook Texts: Behavioral Achievement Priming in Math and Language.
Stefan Engeser1, Nicola Baumann1, Ingrid Baum1
1Department of Psychology, University of Trier, Trier, Germany.
Plos One
|March 4, 2016
Summary
Semantic achievement primes in schoolbooks reliably improved student performance in math and language tasks, though feedback effects were inconsistent. This suggests primes can foster academic achievement.
Area of Science:
- Educational Psychology
- Cognitive Psychology
Background:
- Prior research indicates semantic achievement primes significantly impact performance.
- Simulating naturalistic priming conditions is crucial for understanding practical relevance.
Purpose of the Study:
- To investigate the behavioral priming effect of semantic achievement primes in a more naturalistic schoolbook context.
- To examine the moderating role of achievement feedback (social vs. individual reference norm) on priming effects.
Main Methods:
- Utilized schoolbook excerpts with and without achievement primes as priming stimuli.
- Manipulated achievement feedback conditions (no feedback, social norm, individual norm).
- Assessed performance in subsequent math and language tasks across two experiments.
Main Results:
- A reliable, small positive behavioral priming effect of semantic achievement primes was observed on academic performance.
- Achievement feedback moderated the priming effect less consistently than anticipated.
- The priming effect was evident in both math and language tasks.
Conclusions:
- Semantic achievement primes embedded in schoolbooks can positively influence student performance.
- The findings have implications for educational practices and the theoretical understanding of priming.
- Further research is needed to fully understand the interplay between priming and feedback in academic settings.
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