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

  1. Abraham M. Rutchick1,*,
  2. Michael L. Slepian2,
  3. Bennett D. Ferris3

Article first published online: 8 MAY 2010

DOI: 10.1002/ejsp.753

Issue

European Journal of Social Psychology

European Journal of Social Psychology

Volume 40, Issue 5, pages 704–708, August 2010

Additional Information

How to Cite

Rutchick, A. M., Slepian, M. L. and Ferris, B. D. (2010), The pen is mightier than the word: Object priming of evaluative standards. Eur. J. Soc. Psychol., 40: 704–708. doi: 10.1002/ejsp.753

Author Information

  1. 1

    Department of Psychology, California State University, Northridge, USA

  2. 2

    Department of Psychology, Tufts University, Medford, USA

  3. 3

    Department of History and Social Sciences, Phillips Exeter Academy, Exeter, USA

*Department of Psychology, California State University, 376 Sierra Hall, 18111 Nordhoff Street, Northridge, CA 91330, USA.

Publication History

  1. Issue published online: 21 JUN 2010
  2. Article first published online: 8 MAY 2010
  3. Manuscript Accepted: 18 FEB 2010
  4. Manuscript Received: 28 JUN 2009

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Abstract

Because red pens are closely associated with error-marking and poor performance, the use of red pens when correcting student work can activate these concepts. People using red pens to complete a word-stem task completed more words related to errors and poor performance than did people using black pens (Study 1), suggesting relatively greater accessibility of these concepts. Moreover, people using red pens to correct essays marked more errors (Study 2) and awarded lower grades (Study 3) than people using blue pens. Thus, despite teachers' efforts to free themselves from extraneous influences when grading, the very act of picking up a red pen can bias their evaluations. Copyright © 2010 John Wiley & Sons, Ltd.

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