All Publications


  • Theory-based explanation as intervention. Psychonomic bulletin & review Weisman, K., Markman, E. M. 2017

    Abstract

    Cogent explanations are an indispensable means of providing new information and an essential component of effective education. Beyond this, we argue that there is tremendous untapped potential in using explanations to motivate behavior change. In this article we focus on health interventions. We review four case studies that used carefully tailored explanations to address gaps and misconceptions in people's intuitive theories, providing participants with a conceptual framework for understanding how and why some recommended behavior is an effective way of achieving a health goal. These case studies targeted a variety of health-promoting behaviors: (1) children washing their hands to prevent viral epidemics; (2) parents vaccinating their children to stem the resurgence of infectious diseases; (3) adults completing the full course of an antibiotic prescription to reduce antibiotic resistance; and (4) children eating a variety of healthy foods to improve unhealthy diets. Simply telling people to engage in these behaviors has been largely ineffective-if anything, concern about these issues is mounting. But in each case, teaching participants coherent explanatory frameworks for understanding health recommendations has shown great promise, with such theory-based explanations outperforming state-of-the-art interventions from national health authorities. We contrast theory-based explanations both with simply listing facts, information, and advice and with providing a full-blown educational curriculum, and argue for providing the minimum amount of information required to understand the causal link between a target behavior and a health outcome. We argue that such theory-based explanations lend people the motivation and confidence to act on their new understanding.

    View details for DOI 10.3758/s13423-016-1207-2

    View details for PubMedID 28097604

  • Young Children Choose to Inform Previously Knowledgeable Others JOURNAL OF COGNITION AND DEVELOPMENT Kim, S., Kalish, C. W., Weisman, K., Johnson, M. V., Shutts, K. 2016; 17 (2): 320-340
  • Young children's automatic encoding of social categories DEVELOPMENTAL SCIENCE Weisman, K., Johnson, M. V., Shutts, K. 2015; 18 (6): 1036-1043

    View details for DOI 10.1111/desc.12269

    View details for Web of Science ID 000362911400016

    View details for PubMedID 25483012

  • Children Associate Racial Groups With Wealth: Evidence From South Africa CHILD DEVELOPMENT Olson, K. R., Shutts, K., Kinzler, K. D., Weisman, K. G. 2012; 83 (6): 1884-1899

    Abstract

    Group-based social hierarchies exist in nearly every society, yet little is known about whether children understand that they exist. The present studies investigated whether 3- to 10-year-old children (N=84) in South Africa associate higher status racial groups with higher levels of wealth, one indicator of social status. Children matched higher value belongings with White people more often than with multiracial or Black people and with multiracial people more often than with Black people, thus showing sensitivity to the de facto racial hierarchy in their society. There were no age-related changes in children's tendency to associate racial groups with wealth differences. The implications of these results are discussed in light of the general tendency for people to legitimize and perpetuate the status quo.

    View details for DOI 10.1111/j.1467-8624.2012.01819.x

    View details for Web of Science ID 000314111900004

    View details for PubMedID 22860510