Demystifying priming

Apt and actionable possible identities matter: The case of academic outcomes

INTRODUCTION

We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now).

METHODS

We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, M_age  = 14, N₁  = 602, N₂  = 540. Test sample USA 55% female, M_age  = 13, N = 247).

RESULTS

We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores.

CONCLUSIONS

Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.

Impacts of COVID-19 Sanitary Cues on Hedonic Appreciation of Foods

The COVID-19 pandemic led to several lifestyle changes, including eating behavior. Herein, we aimed to evaluate how pandemic-related sanitary cues presented in food videos impact food appraisal and desire to eat, and their priming after-effects on subsequent food pictures presented without such cues. In two online sessions, separated by 4 to 7 days, participants watched either a Non-Pandemic or a Pandemic video of a woman eating, the latter containing sanitary elements adopted during the pandemic. The order of the videos was counterbalanced across participants over the two experimental sessions. Videos were followed by images of food from different categories. After observing both videos and each picture, participants were instructed to evaluate the visual aspect, expected smell and flavor, and rate their desire to eat. Our study demonstrated (1) higher hedonic responses to the Non-Pandemic compared to the Pandemic video, (2) a priming effect showing higher appreciation for sweet foods after the Non-Pandemic compared to the Pandemic video, (3) that food exposure gradually increases one's desire to eat, but such effects are impacted by pandemic sanitary cues, and (4) greater hedonic responses are given for sweet and high-calorie foods compared to salty and low-calorie ones, irrespective of pandemic priming. Finally, depression and anxiety symptoms were associated with lower smell evaluations only in the Pandemic condition.

The negative feedback dysregulation effect: losses of motor control in response to negative feedback

Negative feedback has paradoxical features to it. This form of feedback can have informational value under some circumstances, but it can also threaten the ego, potentially upsetting behaviour as a result. To investigate possible consequences of the latter type, two experiments (total N = 159) presented positive or negative feedback within a sequence-prediction task that could not be solved. Following feedback, participants had to control their behaviours as effectively as possible in a motor control task. Relative to positive feedback, negative feedback undermined control in a manner suggesting emotional upset (Experiment 1). These reactions lasted for at least three seconds and were especially pronounced among people reporting that they typically lose control in the context of their negative emotions (Experiment 2). The findings document a novel form of behavioural dysregulation that occurs in response to negative feedback while also highlighting the utility of motor control perspectives on self-control.

Changes in medical student implicit attitudes following a health equity curricular intervention

PURPOSE

This study assessed the: (1) effect of an LGBTQI + health equity curriculum (eQuality) on implicit attitudes among first (M1) and second year (M2) medical students and (2) utility of dedicated time to explore implicit bias.

METHOD

Implicit biases were assessed at baseline using implicit association tests (IAT) for all M2s and a random sample of first years (M1A). These students were then debriefed on strategies to mitigate bias. Following eQuality, all M1 and M2s completed post-intervention IATs. The remaining first years (M1B) were then debriefed. Paired sample t-tests assessed differences between pre/post. Independent sample t-tests assessed differences in post-IATs between M1 groups.

RESULTS

IATs indicated preferences for "Straight," "White," and "Thin" at both pre and post. M2s demonstrated statistically significant improvements pre to post for sexuality (p = 0.01) and race (p = 0.03). There were significant differences in post-intervention IAT scores between M1As who received the IAT and debriefing prior to eQuality and M1Bs for sexuality (p = 0.002) and race (p = 0.046). There were no significant changes for weight.

CONCLUSION

eQuality reduced implicit preference for "Straight" and "White." Differences in M1 post-intervention IAT scores between groups suggest dedicating time to debrief implicit attitudes enhances bias mitigation.

On Feeling Warm and Being Warm

Previous investigations have linked laboratory manipulations of physical warmth to momentary increases in interpersonal warmth. However, replication concerns have occurred in this area, and it is not known whether similar dynamics characterize daily functioning. Two daily diary studies (total N = 235) suggest an affirmative answer. On days in which participants felt physically warmer, they perceived themselves to be interpersonally warmer and more agreeable, irrespective of the outdoor temperature. These findings are consistent with frameworks proposing that people draw on concepts of physical warmth to represent feelings of interpersonal warmth and they highlight the value of using daily diary and within-subject designs to investigate embodied cognition as well as other priming effects.

The future for PETTLEP: a modern perspective on an effective and established tool

Over the past 15 years there has been much research into the PETTLEP model of motor imagery, originally designed to improve the quality and impact of imagery interventions on sport performance. This article reviews the most recent trends within this research. Despite a suggested change of underpinning mechanisms involved, there is much support for the positive impact of the model when applied within the sporting context and with engaged participants. The model also appears to have provided impact in fields other than sport, such as medicine and music. Therefore we suggest that it has largely met its desired aims. However, not all research has optimised the model's guidelines, with a distinct failure to account for personal relevance when designing imagery scripts or selecting tasks for use in studies. Other recent and pertinent findings relate to the mediating role of expectancy and beneficial augmentation through movement observation. Future research should, however, seek exploitation and clarification towards contemporary issues in motor control, namely; automaticity, the relative merits of internal and external foci and subconscious goal priming. Finally, we endorse the application of imagery, as a conscious intervention, even for execution of unconscious, fast-actions.