On conceptualizing self-control as more than the effortful inhibition of impulses (part 2) For example, if a student consistently engages in academic achievement in a classroom, stimuli such as desks and chalkboards eventually become cues that prompt achievement behavior. Exposure to such cues can promote goal-striving behavior even in the absence of conscious awareness, intent, and monitoring. The purpose of such routinization and automatization of behavior is to free up resources and to increase one"s ability to multitask. Such automated processing allows them to balance their attention across multiple goals at the same time. For example, the dieter who is on a date at a restaurant. He not only has to avoid indulging in decadent foods, but he also has to pay attention to his date, present himself in a positive light, and avoid eyeing other attractive restaurant patrons. Self-control: thoughts about temptations promote thinking about goals, but thoughts about goals do not reciprocally promote thinking about temptations.