title: Theory-based explanation as intervention.
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.
authors.affiliation: Department of Psychology, Stanford University, Jordan Hall (Building 01-420), 450 Serra Mall, Stanford, CA, 94305, USA. kweisman@stanford.edu.
authors.forename: Kara
authors.initials: K
authors.lastname: Weisman
authors.affiliation: Department of Psychology, Stanford University, Jordan Hall (Building 01-420), 450 Serra Mall, Stanford, CA, 94305, USA.
authors.forename: Ellen M
authors.initials: EM
authors.lastname: Markman
mesh_terms: D000328:Adult; D002648:Child; D032882:Comprehension; D015438:Health Behavior; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D009042:Motivation; D013663:Teaching
keywords: Behavior change; Explanation; Implicit theories