Associative Learning from Verbal Action-Effect Instructions: A Replication and Investigation of Underlying Mechanisms

According to the ideomotor principle, repeated experience with an action and its perceivable consequences (effects) establish action-effect associations. Research on verbal instructions indicates that such associations are also acquired from verbal information. In the present experiment (N = 651), first, we aimed to replicate unintentional response-priming effects from verbal action-effect instructions (direct replication; Condition 1). Second, we investigated the involvement of perceptual processes in the verbally induced response-priming effect by perceptually presenting (Condition 1) versus not presenting (Condition 2) the color that was subsequently named as an effect in the instructions. Third, we tested a saliency-based explanation of the verbally induced response-priming effect by highlighting all components (action and effect) without an association between them (Condition 3). Overall, we found the predicted response-priming effect following verbal action-effect instructions (overall conditions and in the replication Condition 1). Condition 2, which did not include perceptual information in the instructions, still showed a significant response-priming effect but was descriptively weaker compared to the effect of the replication Condition 1. Condition 3, which merely highlighted the action and effect component without endorsing an association, did not show a significant effect. In sum, our study provides further solid evidence that verbal instructions lead to unintentional response-priming effects. Other conclusions must be considered preliminary: The between-condition comparisons were descriptively in the predicted direction—perceptual aspects are relevant, and a saliency-based account can be excluded—but the differences in accuracy between conditions were not statistically significant

Situational Cues in Thoughts About the Future: Relationships With Self-Reported and Actual Self-Regulation Success

Based on stimulus–response learning accounts, we argue that including situational cues in thought about intended actions is an important aspect of self-regulation success in general and in successfully implementing delayed intentions. Accordingly, in Study 1 (N = 328), we replicate a previous study and show a positive relationship between the self-reported inclusion of situational cues in thoughts about intended actions and beliefs of self-regulation success. In Study 2 (N = 136), we find a similar tendency when measuring self-regulation success with an assigned task to be completed within one week. Our results fit with if-then planning perspectives on how to facilitate novel behavior and recent perspectives that attribute self-regulation success to beneficial habits

Situational Cues in Thoughts About the Future: Relationships With Self-Reported and Actual Self-Regulation Success

Based on stimulus-response learning accounts, we argue that including situational cues in thought about intended actions is an important aspect of self-regulation success in general and in successfully implementing delayed intentions. Accordingly, in Study 1 (N = 328) we replicate a previous study and show a positive relationship between the self-reported inclusion of situational cues in thoughts about intended actions and beliefs of self-regulation success. In Study 2 (N = 136) we find a similar tendency when measuring self-regulation success with an assigned task to be completed within one week. Our results fit with if-then planning perspectives on how to facilitate novel behavior and recent perspectives that attribute self-regulation success to beneficial habits

Changes in food cravings and eating behavior after a dietary carbohydrate restriction intervention trial

Compared to low-fat diets, low-carbohydrate (CHO) diets cause weight loss (WL) over a faster time frame; however, it is unknown how changes in food cravings and eating behavior contribute to this more rapid WL in the early phases of dieting. We hypothesized that reductions in food cravings and improved eating behaviors would be evident even after a relatively short (4-week) duration of CHO-restriction, and that these changes would be associated with WL. Adult participants

Mothers’ Domestic Responsibilities and Well-Being During the COVID-19 Lockdown: The Moderating Role of Gender Essentialist Beliefs About Parenthood

The present work investigates how the increased domestic responsibilities created by the Spring 2020 lockdown of the COVID-19 pandemic in Norway and gender ideologies relate to the well-being of mothers with elementary school children. In June 2020, we conducted a cross-sectional online study including current and retrospective measures with 180 mothers (Mage = 39.96 years, SD = 6.11) of elementary school children across Norway. First, in line with earlier research on the strain of the pandemic on parents, and especially mothers, we found that Norwegian mothers’ well-being during the lockdown significantly declined compared to before the lockdown (both measured retrospectively). Furthermore, mothers’ well-being after the Spring 2020 lockdown did not immediately return to pre-lockdown levels. Finally, we predicted that gender ideologies (i.e., essentialist beliefs about parenthood) would exacerbate the negative impact of increased domestic responsibilities (i.e., childcare and housework) on mothers’ well-being (i.e., higher standard-higher stress hypothesis). As predicted, for mothers who more strongly endorsed the belief that mothers are instinctively and innately better caretakers than fathers, perceptions of increased domestic responsibilities were associated with lower well-being post-lockdown. These findings point to the specific challenges mothers face in times of crisis, and the importance of addressing and confronting seemingly benevolent ideologies about motherhood that place additional burdens on women

Who cares? Effects of gendered self-perceptions on dropout intentions in communal degree programs

Global population aging trends create an increased need for educated workers in the health domain. At the same time, communal degree programs (i.e., health care and early education [HEE]) show high dropout rates—particularly for men. Extending person-environment fit theory and the lack of fit model, we investigate whether students' (gendered) self-perceptions relate to perceived fit and whether fit is associated with their sense of belonging to the degree program and dropout intentions. We conducted an online experiment with 298 Norwegian students enrolled in HEE degree programs (66 men, 232 women; Mage = 25.32, SD = 6.08). We experimentally manipulated the importance of communal versus neutral traits in communal occupations. The manipulation showed no effects on students' perceived fit or sense of belonging. However, students' gender was significantly related to their communal self-perceptions. Male students perceived themselves as less communal, and this perception was associated with lower perceived fit. Lower perceived fit was associated with a lower sense of belonging and higher dropout intentions. Our findings indicate that gender differences in communal self-perceptions exist even among students in communal degree programs, and that this difference in perceived communality may contribute to the higher dropout rates of male students

The Impact of COVID-19-Induced Changes at Schools on Elementary Students' School Engagement

In spring 2020, the COVID-19 pandemic led to the shutdown of schools in many countries. Emerging research documents the negative effects of the pandemic and particularly of the shutdown of schools on children's well-being. The present research extends this research by investigating how structural changes made in schools upon reopening to align with COVID-19 restrictions were related to children's emotional school engagement and subjective well-being. An online questionnaire with elementary school children and their parents conducted in Norway in June 2020 (N = 93 parent–child dyads; 46 boys, 47 girls; mean age children = 9.70 years, SD = 1.81) assessed structural changes in schools and children's coping with these changes, emotional school engagement, subjective well-being, self-reported performance in school, and demographics. Results showed that neither receiving a new teacher nor being assigned to a new (smaller) group were associated with negative outcomes. However, children who did not like their new group showed reduced emotional school engagement and subjective well-being, indicating that specific students particularly suffered from the pandemic-induced restrictions. The relationship between liking one's group and SWB was mediated by emotional school engagement. Applied and theoretical implications are discussed

Associative Learning from Verbal Action-Effect Instructions: A Replication and Investigation of Underlying Mechanisms

According to the ideomotor principle, repeated experience with an action and its perceivable consequences (effects) establish action-effect associations. Research on verbal instructions indicates that such associations are also acquired from verbal information. In the present experiment (N = 651), first, we aimed to replicate unintentional response-priming effects from verbal action-effect instructions (direct replication; Condition 1). Second, we investigated the involvement of perceptual processes in the verbally induced response-priming effect by perceptually presenting (Condition 1) versus not presenting (Condition 2) the color that was subsequently named as an effect in the instructions. Third, we tested a saliency-based explanation of the verbally induced response-priming effect by highlighting all components (action and effect) without an association between them (Condition 3). Overall, we found the predicted response-priming effect following verbal action-effect instructions (overall conditions and in the replication Condition 1). Condition 2, which did not include perceptual information in the instructions, still showed a significant response-priming effect but was descriptively weaker compared to the effect of the replication Condition 1. Condition 3, which merely highlighted the action and effect component without endorsing an association, did not show a significant effect. In sum, our study provides further solid evidence that verbal instructions lead to unintentional response-priming effects. Other conclusions must be considered preliminary: The between-condition comparisons were descriptively in the predicted direction—perceptual aspects are relevant, and a saliency-based account can be excluded—but the differences in accuracy between conditions were not statistically significant

What do I want to be? Predictors of communal occupational aspirations in early to middle childhood

Research investigating occupational aspirations in childhood is scarce. In addition, most research on occupational aspirations has focused on increasing the number of women in agentic jobs. In the present work, we investigate factors associated with communal occupational aspirations in two studies with young children (Study 1: 159 children [84 boys, 75 girls], Mage = 5.51 years, SD = 0.37; Study 2: 96 children [48 boys, 48 girls]; Mage = 9.44 years, SD = 1.91). We found gender differences in communal aspirations only among the older children. In both samples, as well as when combining the two samples, the stronger the communal occupational gender stereotypes children reported, the less boys (and the more girls) aspired toward communal occupations. In the combined sample, communal self-perceptions mediated the relationship between child gender and occupational aspirations. Finally, the perceived status of the occupations was positively associated with communal aspirations among older children.publishedVersio

What do I want to be? Predictors of communal occupational aspirations in early to middle childhood

Research investigating occupational aspirations in childhood is scarce. In addition, most research on occupational aspirations has focused on increasing the number of women in agentic jobs. In the present work, we investigate factors associated with communal occupational aspirations in two studies with young children (Study 1: 159 children [84 boys, 75 girls], Mage = 5.51 years, SD = 0.37; Study 2: 96 children [48 boys, 48 girls]; Mage = 9.44 years, SD = 1.91). We found gender differences in communal aspirations only among the older children. In both samples, as well as when combining the two samples, the stronger the communal occupational gender stereotypes children reported, the less boys (and the more girls) aspired toward communal occupations. In the combined sample, communal self-perceptions mediated the relationship between child gender and occupational aspirations. Finally, the perceived status of the occupations was positively associated with communal aspirations among older children