The pen is mightier than the word: Object priming of grading standards

1. The pen is mightier than the word: Object priming of grading standards Sulamunn R. M. Coleman Faculty Mentor: Abraham M. Rutchick, PhD California State University, Northridge Discussion Introduction Study 1 Study 2 Study 1 shows that using a red pen makes the concepts of error marking and poor performance more cognitively accessible. Study 2 shows that this accessibility leads to more error-marking. This research has practical implications for educators, as it demonstrates the impact of red pens on evaluative behavior in a realistic context. Teachers try to be objective when evaluating student work. They use various techniques to do this, such as freeing themselves from distraction, working in short bursts to minimize fatigue, or grading papers anonymously to reduce bias. Still, they are subject to biases they are unaware of - including the influence of the very pens they use. References: 1. Berkowitz, L. & LePage, A. (1967). Weapons as aggression-eliciting Stimuli. Journal of Personality and Social Psychology, 7, 202-207. 2. Kay, A. C., Wheeler, S. C., Bargh, J. A., & Ross, L. (2004). Material priming: The influence of mundane physical objects on situational construal and competitive behavioral choice. Organizational Behavior and Human Decision Processes, 95, 83-96. 3. Jonas, E., Schimel, J., Greenberg, J, & Pyszczynski, T. (2002). The Scrooge Effect: Evidence that mortality salience increases prosocial attitudes and behavior. Personality and Social Psychology Bulletin, 28, 1342-1353. Red writing is associated with correction and harsh evaluation. Teachers and evaluators frequently use red pens to indicate mistakes - a common practice that has long been in place. A growing body of research has shown that the presence of certain physical objects can influence cognition and behavior in a variety of contexts (“object priming”). For example, the presence of guns can catalyze aggression (1), briefcases and executive-style pens can induce competitiveness (2), and the presence of funeral homes can increase charitable giving (3). Because red pens are widely used to highlight mistakes, and the color red is in general is associated with avoidance, we propose that using red pens activates the concepts of error and harsh evaluation, thereby leading to increased error-marking. We investigated this possibility in two experiments. Study 1 examined whether red pens activate concepts associated with errors and poor performance. Study 2 tested the hypothesis that using red pens leads to marking more errors. Participants (n=120) were recruited from various university locations. Participants were randomly assigned to be given either a red or black pen. They then filled in the missing letters in a series of twelve word stems. Five of the word-stems culd be completed to create words related to errors and poor performance,(e.g. “_RRO_” could be completed as “ARROW” or “ERROR”). As predicted, participants using red pens completed more word-stems with words related to poor performance and errors than participants using black pens t(118) = 2.69, p < .01, Cohen’s d = 0.49. Participants (n=103) were recruited in and around a university campus. Participants were given a two-paragraph essay, ostensibly written by a student learning English. They were asked to grade the essay, marking any errors in spelling, grammar, punctuation, and word choice. To do this, they were given a red or blue pen, which was randomly assigned. As predicted, participants using red pens marked more errors than did participants using blue pens, t(101) = 2.05, p = .04, Cohen’s d = 0.40. Words Related to Poor Performance