Category and stereotype activation revisited

In Study 1 (N= 230), we found that the participants' explicit prejudice was not related to their knowledge of cultural stereotypes of immigrants in Sweden, and that they associated the social category immigrants with the same national/ethnic categories. In Study 2 (N= 88), employing the category and stereotype words obtained in Study 1 as primes, we examined whether participants with varying degrees of explicit prejudice differed in their automatic stereotyping and implicit prejudice when primed with category or stereotypical words. In accord with our hypothesis, and contrary to previous findings, the results showed that people's explicit prejudice did not affect their automatic stereotyping and implicit prejudice, neither in the category nor stereotype priming condition. Study 3 (N= 62), employing category priming using facial photographs of Swedes and immigrants as primes, showed that participants' implicit prejudice was not moderated by their explicit prejudice. The outcome is discussed in relation to the distinction between category and stereotype priming and in terms of the associative strength between a social category and its related stereotypes.     

Power and the suppression of unwanted thoughts: Does control over others decrease control over the self?

Suppressing unwanted thoughts increases the accessibility of these thoughts after suppression is released. Two studies test the hypothesis that the magnitude of post-suppressional rebound is moderated by power. Study 1 measured participants’ thoughts about a white bear under suppression and expression instructions, following Wegner, Schneider, Carter, and White (1987). Study 2 measured stereotype accessibility after a task that required participants to describe one day in the life of an African-American under suppression or no-suppression instructions. Consistently across the two studies, powerful participants showed stronger post-suppressional rebound relative to powerless participants. The consequences of these findings for decision making and stereotyping are discussed.     

从刻板印象到类属性思维

本文介绍了类属性思维准确性的定义和研究历史,着重阐述了与类属性思维准确性有关的理论模型：Allpon的分类学说,McCauley的或然性模型以及EPA模型。不可否认类属性思维中有偏见成分的存在,但准确性也是其构成中不可忽视的一部分,因此,任何理由的厚此薄彼都是不应该的。     

Stereotype strength and attentional bias: Preference for confirming versus disconfirming information depends on processing capacity

In two experiments, we investigated the relationships among stereotype strength, processing capacity, and the allocation of attention to stereotype-consistent versus stereotype-inconsistent information describing a target person. The results of both experiments showed that, with full capacity, greater stereotype strength was associated with increased attention toward stereotype-consistent versus stereotype-inconsistent information. However, when capacity was diminished, greater stereotype strength was associated with increased attention toward inconsistent versus consistent information. Thus, strong stereotypes may act as self-confirming filters when processing capacity is plentiful, but as efficient information gathering devices that maximize the acquisition of novel (disconfirming) information when capacity is depleted. Implications for models of stereotyping and stereotype change are discussed.     

Origins of the stuttering stereotype: stereotype formation through anchoring-adjustment

The stereotype of people who stutter is predominantly negative, holding that stutterers are excessively nervous, anxious, and reserved. The anchoring–adjustment hypothesis suggests that the stereotype of stuttering arises from a process of first anchoring the stereotype in personal feelings during times of normal speech disfluency, and then adjusting based on a rapid heuristic judgment. The current research sought to test this hypothesis, elaborating on previous research by [White, P. A., & Collins, S. R. (1984). Stereotype formation by inference: A possible explanation for the “stutterer” stereotype. Journal of Speech and Hearing Research, 27, 567–570]. Participants provided ratings of a hypothetical typical person who stutters, a person suffering from normal speech disfluency and a typical male on a 25-item semantic differential scale. Results showed a stereotype of people who stutter similar to that found in previous research. The pattern of results is consistent with the anchoring–adjustment hypothesis. Ratings of a male stutterer are very similar to a male experiencing temporary disfluency, both of which differ from ratings of a typical male. As expected, ratings of a stutterer show a small but statistically significant adjustment on several traits that makes the stereotype of stutterers less negative and less emotionally extreme than the temporarily disfluent male. Based on the results of this research, it appears that stereotype formation is a result of generalization and adjustment from personal experience during normal speech disfluency.

Educational objectives: The reader will be able to: (1) explain how the negative stereotype of people who stutter arises; (2) discuss the negative implications of stereotypes in the lives of people who stutter; and (3) summarize why the stereotype of people who stutter is so consistent and resistant to change.     

When saying and doing diverge: The effects of stereotype threat on self-reported versus non-verbal anxiety

Although research has established that stigmatized individuals suffer impaired performance under stereotype threat conditions, the anxiety presumed to mediate this effect has proven difficult to establish. In the current investigation, we explored whether non-verbal measures would fare better than self-reports in capturing stereotype threat anxiety. Gay and heterosexual men interacted with preschool children under stereotype threat or control conditions. As predicted, stereotype-threatened gay men demonstrated more non-verbal anxiety, but not more self-reported anxiety, than non-threatened gays during these interactions. Furthermore, non-verbal anxiety appeared to mediate the effects of stereotype threat on the quality of participants’ childcare skills. We discuss how these findings advance stereotype threat research, and highlight their potential implications for gay childcare workers.     

The accuracy with which adults who do not stutter predict stuttering-related communication attitudes

The purpose of this study was to examine the extent to which adults who do not stutter can predict communication-related attitudes of adults who do stutter. 40 participants (mean age of 22.5 years) evaluated speech samples from an adult with mild stuttering and an adult with severe stuttering via audio-only (n = 20) or audio-visual (n = 20) modes to predict how the adults had responded on the S24 scale of communication attitudes. Participants correctly predicted which speaker had the more favorable S24 score, and the predicted scores were significantly different between the severity conditions. Across the four subgroups, predicted S24 scores differed from actual scores by 4–9 points. Predicted values were greater than the actual values for 3 of 4 subgroups, but still relatively positive in relation to the S24 norm sample. Stimulus presentation mode interacted with stuttering severity to affect prediction accuracy. The participants predicted the speakers’ negative self-attributions more accurately than their positive self-attributions. Findings suggest that adults who do not stutter estimate the communication-related attitudes of specific adults who stutter in a manner that is generally accurate, though, in some conditions, somewhat less favorable than the speaker's actual ratings. At a group level, adults who do not stutter demonstrate the ability to discern minimal versus average levels of attitudinal impact for speakers who stutter. The participants’ complex prediction patterns are discussed in relation to stereotype accuracy and classic views of negative stereotyping.Educational objectives: The reader will be able to (a) summarize main findings on research related to listeners’ attitudes toward people who stutter, (b) describe the extent to which people who do not stutter can predict the communication attitudes of people who do stutter; and (c) discuss how findings from the present study relate to previous findings on stereotypes about people who stutter.     

Physical attractiveness and its relationship to sex-role stereotyping

On the basis of recent findings showing that physical attractiveness serves as an important evaluative cue in person perception, the present paper reviews evidence which indicates that physical attractiveness differentially affects the judgments of males and females. Recent research seems to indicate that the physical-attractiveness stereotype — which holds that attractive individuals are more positively evaluated across a wide range of dimensions than unattractive individuals — is more potent when applied to women than to men. The origins of this differential stereotyping are discussed in terms of the historically defined roles of men and women in our society. In addition, the paper discusses the implications of the physical-attractiveness stereotype for the general problem of sex-role stereotyping.     

Stereotyping the Stereotypic: When Individuals Match Social Stereotypes

This research examines how attention and accuracy motivation moderate stereotyping in person perception. Hypotheses were derived from the stereotype validity model, which proposes that perceivers are more likely to use a stereotype as the basis of their impressions when they believe that the generalized beliefs contained within it are valid for the particular target whom they are judging. Consistent with the model's predictions, high attention and high accuracy motivation produced stronger label effects when a target's individuating information matched a stereotype's content. Also consistent with the model's predictions, the opposite pattern was found when a target's individuating information did not match a stereotype's content. Under conditions of a poor match, high accuracy motivation produced weaker label effects. The authors discuss these findings with respect to accuracy and bias in the impression-formation process.     

Stereotype threat and feedback seeking in the workplace

This study examined stereotype threat (Steele & Aronson, 1995) in workplace settings and investigated relationships of stereotype threat to feedback seeking and feedback acceptance. Results from a sample of 166 African American managers showed that solo status in the work group predicted perceptions of stereotype threat. In addition, stereotype threat related positively to indirect feedback seeking and discounting of performance feedback from superiors. These findings have important implications for understanding the causes of group differences in job performance.     

Disentangling stereotype activation and stereotype application in the stereotype misperception task

When forming impressions about other people, stereotypes about the individual's social group often influence the resulting impression. At least 2 distinguishable processes underlie stereotypic impression formation: stereotype activation and stereotype application. Most previous research has used implicit measures to assess stereotype activation and explicit measures to assess stereotype application, which has several disadvantages. The authors propose a measure of stereotypic impression formation, the stereotype misperception task (SMT), together with a multinomial model that quantitatively disentangles the contributions of stereotype activation and application to responses in the SMT. The validity of the SMT and of the multinomial model was confirmed in 5 studies. The authors hope to advance research on stereotyping by providing a measurement tool that separates multiple processes underlying impression formation.     

On the Control Over Stereotype Activation and Stereotype Inhibition

Stereotypes are known to influence how we think about (judge, feel, plan, attend to, remember), and act toward, others. Stereotyping is typically described as pervasive in society for a variety of reasons, one of which being that the cognitive processes that initiate stereotyping occur effortlessly, without conscious intent, and without awareness. That is, upon encountering members of stereotyped groups, we ‘uncontrollably’ have stereotypes of those groups retrieved and held accessible in a state of perceptual readiness. This occurs without our knowledge or awareness of the stereotype’s ‘primed’ status, and thus our lacking awareness of its potential to influence how we respond. The current article explores various ways this implicit process of stereotype activation is controlled. Despite the fact that stereotype activation happens with ease, and outside of awareness, control processes also operate with ease, and outside of awareness. The review illustrates a variety of ways in which a stereotype may not be triggered (and thus downstream stereotyping of a person controlled) upon encountering a person. The dominant response to a person, stereotypic or not, is determined by the goals the individual perceiver has upon entering the interpersonal encounter. Many goals relevant to interpersonal interaction promote stereotyping. However, stereotype promotion is a form of stereotype control, and if control can be exhibited in the form of promotion, it should also be demonstrable in the form of prevention. Indeed, goals that are incompatible with stereotyping yield dominant responses to having encountered a member of a stereotyped group that does not involve activation of, and may involve inhibition of, stereotypes.     

Doddering but dear … even in the eyes of young children? Age stereotyping and prejudice in childhood and adolescence

This study aims to explore age prejudice, and to examine age stereotyping in children and adolescents by adopting the Stereotype Content Model (SCM) as a theoretical framework. It was hypothesised that children are socialised into adopting an ambivalent representation of old age (socialisation hypothesis) and that this cognitive bias becomes weaker in adolescence due to greater cognitive maturity (developmental hypothesis). By analysing representative data from Portugal (European Social Survey; N = 2367), it was ascertained that the ambivalent age stereotype (higher evaluations of warmth than competence for older people) is indeed a shared social representation of older people in Portuguese society. A total of 103 Portuguese children (6–10 year olds) and adolescents (11–15 year olds) were then sampled from a local school and responded to age‐appropriate measures assessing age prejudice as well as age stereotypes. Contrary to previous studies, the findings do not provide evidence for the existence of age prejudice because both children and adolescents reported positive feelings towards older people. However, the socialisation hypothesis was corroborated by showing that the ambivalent old age stereotype was already present in childhood. Contrary to the stipulated developmental hypothesis, the magnitude of this cognitive bias was very similar in adolescence.     

Studying Stereotype Accuracy from an Integrative Social‐Personality Perspective

This article proposes an integrative framework for understanding the accuracy and inaccuracy of stereotypes. Specifically, we highlight research issues and traditions from social and personality psychology that do not often intersect, but which can be mutually informative. Within this framework, the social psychologist's interest in the accuracy of group stereotypes is conceptually much like a personality psychologist's interest in the accuracy with which perceivers can identify types of individuals, for example extraverts. Both fields make use, implicitly or explicitly, of personal attributes and behaviors (cues) in assessing accuracy of beliefs about group or individual traits. By using Brunswik's lens model perspective in combination with concepts from signal detection theory, judgments of stereotypes can be discovered to be accurate or inaccurate depending on how perceivers judge or use the cues. In drawing on research traditions and theoretical frameworks from both social and personality psychology, researchers can go beyond an all‐or‐nothing stance regarding stereotype accuracy to achieve a more nuanced understanding of when, how, and to what extent stereotypes are accurate.     

Deflecting negative self-relevant stereotype activation: The effects of individuation

Under stereotype threat, when an individual risks confirming a negative self-relevant stereotype, activation of the stereotype can inhibit performance on a subsequent, related task. Although a significant amount of research has been devoted to examining the effects of stereotype activation on performance, relatively little is known about successful methods of intervention. Two experiments tested the hypothesis that individuation prior to performance would eliminate impairment due to stereotype activation. In both studies, Caucasian female participants in either a gender-prime or no-prime condition were administered a mathematics test. Gender primed, individuated participants outperformed gender primed, non-individuated participants and performed as well as unprimed, non-individuated (i.e., control) participants, supporting individuation as a protective measure against the detrimental effects of negative stereotype activation.     

Effect of a sex stereotype on cortical activity during a self-paced exercise: A motor-related cortical potential approach

Recent research has shown that inducing a negative stereotype toward women does not always decrease the subsequent motor performance of women, but can increase it, especially during endurance tasks. The mechanisms involved are nonetheless still poorly understood. The main aim of the present study was to investigate the effect of a negative stereotype toward women on men’s and women’s performance during an endurance task, and to analyze the neuropsychological mechanisms involved through motor-related cortical potentials and motivation toward men/women. Thirty-four participants were assigned to a negative stereotype toward women condition and a nullified-stereotype condition and performed 80 self-paced intermittent isometric elbow contractions at a moderate perceived intensity. Results showed that women performed better when assigned to the negative stereotype toward women condition, they were more motivated to outperform men, and their MRCP amplitudes were higher in this same condition over the prefrontal cortex (i.e., FP1 and FP2). Concerning men, they also performed better when the negative stereotype toward women was induced. However, no effect emerged on motivation toward women and MRCP amplitudes. This study showed that inducing a negative stereotype during an endurance task led to a performance increase in women, which is contrary to the stereotype threat theory, strengthening the idea of a task-dependency effect when inducing a negative stereotype. This performance improvement observed in women may be caused by increased motivation to outperform men and a planning of the upcoming movement. Concerning men, more research is needed to clarify the mechanisms involved in such performance improvement.     

How subtyping shapes perception: Predictable exceptions to the rule reduce attention to stereotype-associated dimensions

Two experiments examined the relation between stereotype disconfirmation and attentional processes. Using an instrumental learning-paradigm, we successfully simulated stereotype acquisition and the subsequent subtyping of disconfirming exemplars. While replicating established markers of subtyping, the present research demonstrates a hitherto neglected cognitive consequence of subtyping: Predictable stereotype disconfirmation increased attention to features that facilitated discriminating between confirming and disconfirming exemplars, and reduced attention to features associated with the original stereotype. These effects were not observed when stereotype disconfirmation was not easily predictable and, hence, subtyping proved difficult. The discussion focuses on implications for research on subtyping and stereotype change.     

“Girls should cook,rather than kick!” – Female soccer players under stereotype threat

Based on the stereotype threat theory (Steele & Aronson, 1995), we tested if female soccer players’ performance decreased when the stereotype, “females are bad at soccer,” was activated. Additionally, girls under stereotype threat were assumed to experience lower flow while playing soccer and to be more worried, as compared to those in the control condition. The hypotheses were tested in three German soccer clubs (N = 36; age: M = 14.94, SD = 1.22). Participants completed a dribbling task two times (pre-post design) while their time was recorded. Flow and worry were assessed after each dribbling task. In between the two dribbling tasks, the girls read an article about either the incompetence of female soccer players or the growing popularity of soccer. The results showed that girls in the stereotype threat condition needed significantly more time to complete the dribbling task than did those in the control condition. No differences between the two conditions were observed with regard to flow and worry. These findings are discussed in terms of different mediating processes postulated in the stereotype threat literature focusing on sports.     

The prematurity stereotype: Empirical evidence and implications for practice

The prematurity stereotype is defined as a set of biased beliefs about infants who are identified as having been born prematurely. This article reviews studies that have explored how this prematurity stereotype may negatively influence adults' perceptions of, expectations for, and behavior toward premature infants. The findings from these studies are considered in the context of more general knowledge about how expectations can influence behavior and result in self-fulfilling prophecies. Recent research designed to investigate how prematurity stereotyping can be reduced also is described and evaluated. Finally, the implications of this program of research for intervention with parents of premature infants and suggestions for future research directions are discussed.     

It depends on your perspective: The role of self-relevance in stereotype-based underperformance

Much research has examined how stereotype threat leads to the underperformance of stereotyped targets. The underlying cause for this effect, however, remains unclear. Some researchers argue that stereotype threat can be explained from a behavioral-priming perspective, while others claim that it necessarily involves concerns about confirming a negative self-relevant stereotype. The current experiment highlights the critical role of self-relevance in distinguishing between stereotype priming and stereotype threat. Results showed that when participants wrote about a stereotyped target from a first-person perspective, both targets and non-targets performed poorly under stereotype threat conditions, because writing from a first-person perspective made the stereotype self-relevant for non-targets. But when participants wrote about a stereotyped target from a third-person perspective, only targets underperformed since the stereotype was already self-relevant. Moreover, when the stereotype was made self-relevant non-targets experienced the same threat-based concerns that targets experience under stereotype threat conditions.