The Distinct Psychologies of ‘‘Looking’’ and ‘‘Leaping’’: Assessment and Locomotion as the Springs of Action Arie W. Kruglanski 1 *, Antonio Pierro 2 , Lucia Mannetti 2 , and Tory E. Higgins 3 1 University of Maryland 2 University of Rome ‘‘La Sapienza’’ 3 Columbia University 2 Abstract Actions require two essential functions: assessment and locomotion. Assessment determines one’s goals and selects the means. Locomotion translates these into concrete behavior. In past work, assessment and locomotion have been portrayed as co-ordinated and interdependent, or associated with different action phases. In contrast, we review recent theorizing and research that depict assess- ment and locomotion as autonomous and complementary. Recent evidence supports this conception for the behavior of individuals, groups, organizations, and cultures in reference to actions at differ- ent levels of analysis. Actions are among life’s most basic phenomena. They form the very essence of human experience. From dawn to dusk, we move from one activity to another in an uninter- rupted sequence. Brushing our teeth, getting dressed, driving to work, running errands, having lunch, getting home, and relaxing are all doings that make up the days of our lives. Scientists and laypersons agree that actions are purposive. They aim at particular ends, achieved by specific means. Recent research has made important forays into understanding actions, and has afforded new insights into their fundamental ingredients. These ingredi- ents comprise the functions of assessment and locomotion. Assessment consists of selecting the goals and choosing the appropriate means. It requires gathering the relevant evidence and making the appropriate decisions. Locomotion involves carrying out the suggested activities and moving forward toward one’s objectives. Models of Assessment and Locomotion Self-regulation theories How do assessment and locomotion work together in producing action? Past scientific thinking about this issue has highlighted their interdependence and co-ordination. In this vein, major self-regulatory models (Carver & Scheier, 1990; Miller, Galanter, & Pribram, 1960; Powers, 1973) viewed assessment and locomotion as parts of a dynamic whole in which the former informs and guides the latter. Accordingly, strengths of assessment and locomotion tendencies should co-vary. Issues of considerable importance should invite high magnitudes of both assessment and locomotion; issues of lesser importance, low magnitudes of both. The interdependence notion highlights a tight inter-relation between the locomotion and assessment functions. Recent studies, however, carried out from the perspective of S P C 3 1 2 0 1 5 B Dispatch: 28.11.12 Journal: SPC3 CE: Anusha Journal Name Manuscript No. Toc: [EM] No. of pages: 14 PE: Sharanya Social and Personality Psychology Compass (2012): 1–14, 10.1111/spc3.12015 ª 2012 Blackwell Publishing Ltd 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49