The influence of past behavior on future behavior: a mind-set perspective

A behavioral mind-set refers to the effect of performing a behavior in one situation (e.g., deciding which animals jump higher, dolphins or sea lions) on the likelihood of performing a conceptually similar behavior in subsequent, unrelated situations (e.g., deciding which of two candies to purchase). It reflects the activation and persistence of procedural knowledge. My dissertation circumscribes the construct of a behavioral mind-set and proposes a theoretical framework describing how mind-sets operate as well as their cognitive and motivational determinants. Three sets of studies investigated the role of mind-sets in different domains. The first set of studies explored the influence of making comparative judgments on subsequent decision making. Specifically, I found that making comparative judgment in one situation activates a which-to-buy mind-set that increases the willingness to decide which of two products to purchase in a later situation without considering the option of not buying anything at all. This mind-set can be activated not only by stating preferences for one of two products but also by comparing the relative attractiveness of wild animals, comparing the animals with respect to physical attributes, and estimating how similar one object is to another. Furthermore, the mind-set, once activated, influences not only purchase intentions in hypothetical situations but the actual decisions to purchase one of different types of products that are on sale after the experiment. The second set of studies investigated whether generating supportive elaborations or counterarguments in one situation will influence people’s tendency to engage in similar behavior in a subsequent, unrelated situation. I found that making supportive elaborations in one situation gives rise to a bolstering mind-set that, once activated, increases participants’ disposition to generate supportive thoughts in response to persuasive communications that they receive later and, therefore, increases the effectiveness of persuasion. Correspondingly, generating opposing arguments in an initial situation activates a counterarguing mind-set that increases the tendency to argue against the persuasive communications and decreases its effectiveness. However, a counterarguing mind-set may increase the effectiveness of persuasion if the messages are difficult to be refuted. The third set of studies distinguished between the influence of motivation on consumer behavior and the influence of a mind-set that is activated by this motivation. Specifically, I found that appetitive motivation, which naturally increases people’s tendency to acquire food products, can give rise to a cognition-based acquisition mind-set that increases people’s disposition to acquire non-food products as well. This acquisition mind-set may persist even when the appetitive motivation that gave rise to it is satiated by eating. Moreover, the disposition to acquire non-food products is not mediated by the products’ attractiveness. The studies suggest that motivation and mind-sets may independently influence consumers’ evaluation of a product and their dispositions to acquire it. Motivation is more likely to influence product evaluations whereas a mind-set is more likely to influence consumers’ acquisition dispositions. In summary, a behavioral mind-set can be activated in the process of performing a behavior. And the mind-set may influence people’s subsequent behaviors in unrelated situations in which the activated procedure is applicable. Moreover, motivation to engage in one behavior could also elicit a cognition-based mind-set, which may change people’s subsequent behaviors.

On L2 grammar and processing: the case of oblique relative clauses and the Null-Prep phenomenon

This dissertation investigates the acquisition of oblique relative clauses in L2 Spanish by English and Moroccan Arabic speakers in order to understand the role of previous linguistic knowledge and its interaction with Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other hand. Three types of tasks were employed: an oral production task, an on-line self-paced grammaticality judgment task, and an on-line self-paced reading comprehension task. Results indicated that the acquisition of oblique relative clauses in Spanish is a problematic area for second language learners of intermediate proficiency in the language, regardless of their native language. In particular, this study has showed that, even when the learners’ native language shares the main properties of the L2, i.e., fronting of the obligatory preposition (Pied-Piping), there is still room for divergence, especially in production and timed grammatical intuitions. On the other hand, reaction time data have shown that L2 learners can and do converge at the level of sentence processing, showing exactly the same real-time effects for oblique relative clauses that native speakers had. Processing results demonstrated that native and non-native speakers alike are able to apply universal processing principles such as the Minimal Chain Principle (De Vincenzi, 1991) even when the L2 learners still have incomplete grammatical representations, a result that contradicts some of the predictions of the Shallow Structure Hypothesis (Clahsen & Felser, 2006). Results further suggest that the L2 processing and comprehension domains may be able to access some type of information that it is not yet available to other grammatical modules, probably because transfer of certain L1 properties occurs asymmetrically across linguistic domains. In addition, this study also explored the Null-Prep phenomenon in L2 Spanish, and proposed that Null-Prep is an interlanguage stage, fully available and accounted within UG, which intermediate L2 as well as first language learners go through in the development of pied-piping oblique relative clauses. It is hypothesized that this intermediate stage is the result of optionality of the obligatory preposition in the derivation, when it is not crucial for the meaning of the sentence, and when the DP is going to be in an A-bar position, so it can get default case. This optionality can be predicted by the Bottleneck Hypothesis (Slabakova, 2009c) if we consider that these prepositions are some sort of functional morphology. This study contributes to the field of SLA and L2 processing in various ways. First, it demonstrates that the grammatical representations may be dissociated from grammatical processing in the sense that L2 learners, unlike native speakers, can present unexpected asymmetries such as a convergent processing but divergent grammatical intuitions or production. This conclusion is only possible under the assumption of a modular language system. Finally, it contributes to the general debate of generative SLA since in argues for a fully UG-constrained interlanguage grammar.