情绪对内隐刻板印象表达的调节

采用IAT范式探讨不同情绪对内隐刻板印象表达的调节作用：实验1通过音乐唤醒被试的不同弥散性情绪状态(悲伤vs.愉悦), 并操纵其即时观念(刻板一致vs.刻板冲突), 探讨二者对内隐性别刻板印象表达的影响。实验2通过视频诱发被试不同的指向性情绪(同情vs.厌恶), 研究其如何调节大学生对不同感染途径的艾滋病患者和病毒携带者的内隐刻板印象表达。在此基础上引入四重模型(Quad Model)分析技术, 进一步细化情绪的调节作用究竟发生在认知加工的自动加工过程还是控制加工过程, 以及不同情绪是通过哪些心理成分调节内隐刻板印象的表达。结果表明：(1)当即时观念与刻板印象内容一致时, 积极弥散性情绪促进内隐刻板印象的表达; 反之则会抑制其表达; (2)弥散性情绪通过调节认知加工的自动化加工过程, 进而调节内隐刻板印象的表达, 但未参与调节控制性加工过程; (3)积极效价的指向性情绪会抑制被试对艾滋病患者的内隐刻板印象表达, 消极效价的指向性情绪会促进其表达; (4)指向性情绪通过自动激活成分, 调节内隐刻板印象表达的自动化加工过程; 同时也通过辨识力成分, 参与调节内隐刻板印象表达的控制性加工过程。     

When stereotypes disadvantage boys: Strength of stereotypes in mathematics and language arts and their relations with grades

There is growing concern about boys' lagging performance in school, not only in language arts, where the gap is particularly pronounced, but also in mathematics. Stereotypes associating one gender with language arts or with mathematics are likely to contribute to these gaps. Such stereotypes can translate into explicit beliefs such as the extent to which students are aware of societal stereotypes or the extent to which they personally believe stereotypes to be true, but also indirectly into performance following a stereotype threat manipulation. However, few studies have considered these multiple stereotype expressions in both mathematics and language arts to examine their importance in predicting boys' and girls' actual grades in school. To fill this gap, two complementary studies examined high school boys' and girls' awareness and endorsement of stereotypes about both language arts (n = 299) and mathematics (n = 243), as well as whether stereotype threat impaired boys' performance on a spelling test. Although the effect of stereotype threat was not significant overall, our results showed that students were aware of and endorsed strong stereotypes advantaging girls in language arts. In mathematics, students endorsed counter-traditional stereotypes slightly advantaging girls. Our results also showed that these multiple expressions of stereotypes related to students' grades. In doing so, our work provides insights regarding possible targets for interventions to reduce gender gaps disadvantaging boys in school.     

Further ironies of suppression: Stereotype and counterstereotype accessibility

Three experiments explored the accessibility of stereotypes and counterstereotypes following stereotype suppression. Using a lexical decision task, experiment 1 demonstrated that the counterstereotype showed greater accessibility following stereotype suppression compared to stereotype expressers and no prime control participants. Using a person perception task, experiment 2 revealed that suppression can make both the stereotype and the counterstereotype more accessible. Experiment 3 manipulated cognitive load and found evidence that the stereotype and counterstereotype are made accessible through two different processes associated with suppression: The stereotype is made accessible through the more automatic monitoring system, whereas the counterstereotype is made accessible through the resource-dependent operating system. The three experiments demonstrate a novel lack of inhibition of the counterstereotype by the stereotype, provide a clear demonstration of hyperaccessibility of suppressed stereotypes by comparing stereotype suppression to a stereotype expression condition, and contribute to the priming literature by demonstrating the interactive effects of accessibility, applicability, and judgment order on person perception evaluations.     

Stereotype Lift

When a negative stereotype impugns the ability or worth of an outgroup, people may experience stereotype lift—a performance boost that occurs when downward comparisons are made with a denigrated outgroup. In a meta-analytic review, members of non-stereotyped groups were found to perform better when a negative stereotype about an outgroup was linked to an intellectual test than when it was not (d=.24,p<.0001). Notably, people appear to link negative stereotypes to evaluative tests more or less automatically. Simply presenting a test as diagnostic of ability was thus sufficient to induce stereotype lift. Only when negative stereotypes were explicitly invalidated or rendered irrelevant to the test did the lift effect disappear.     

The stereotype rebound effect: Universal or culturally bounded process?

Stereotype rebound occurs when people experience an increase in stereotype use following attempts to suppress them. Two studies were conducted to examine cultural variability in the rebound effect. We hypothesized that, due to their experience suppressing unwanted thoughts, people from collectivist cultures would be less likely to experience the rebound effect than would people from individualist cultures. In both studies, U.S. and Chinese participants wrote two stories about gay men that were coded for stereotype use. Participants in the suppression condition were instructed to not to use stereotypes in their first story. As predicted, in both studies, U.S. participants in the suppression condition showed an increase in stereotype use in the second story, but Chinese participants did not. Potential explanations for cultural differences in the stereotype rebound effect are discussed.     

Stereotype activation and self-regulation by conservatives and liberals in political encounters

We examined stereotyping and its effect on self-regulation in preparation for inter-ideological interactions. Turkish conservative and liberal students anticipated interacting with a political outgroup (vs. ingroup) member and the accessibility of outgroup and ingroup stereotypes was measured. Conservatives in both outgroup and ingroup interaction conditions showed higher accessibility for outgroup stereotypes. Liberals, however, showed lower accessibility for both outgroup and ingroup stereotypes in both conditions. Liberals’ suppression of stereotypes about the anticipated partner led to worse self-regulation when the anticipated partner was conservative but better self-regulation when the partner was liberal. Conservatives’ stereotype accessibility did not affect their self-regulation. These findings show that liberals may tend to rely on self-regulatory resources to suppress their stereotypes while anticipating inter-ideological interactions, while conservatives rely on stereotypes to navigate such interactions.     

When “Just Say No” is not enough: Affirmation versus negation training and the reduction of automatic stereotype activation

Previous research has shown that extended training in non-stereotypic responding (i.e., negating stereotypes and affirming counterstereotypes) can reduce automatic stereotype activation. In the present research, we claim that the effects of non-stereotypic association training on automatic stereotype activation are primarily driven by the affirmation of counterstereotypes rather than by the negation of stereotypes. In two experiments, participants received extensive training in either (a) negating stereotype-congruent information or (b) affirming stereotype-incongruent information, and then completed a measure of automatic stereotyping (Experiment 1) or automatic evaluation (Experiment 2). Consistent with our predictions, only training in the affirmation of counterstereotypes led to a reduction in the activation of stereotypes and negative evaluations. In contrast, extended training in the negation of stereotypes enhanced rather than reduced the activation of stereotypes and negative evaluations. Implications for prejudice and stereotype control are discussed.     

Knowing is half the battle: teaching stereotype threat as a means of improving women's math performance

We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed worse than men when the problems were described as a math test (and stereotype threat was not discussed), but did not differ from men in the problem-solving condition or in the condition in which they learned about stereotype threat. For women, attributing anxiety to gender stereotypes was associated with lower performance in the math-test condition but improved performance in the teaching-intervention condition. The results suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.     

社会信息归类过程中刻板印象的内隐效应

采用信号检测论和间接测量方法探讨社会信息归类过程中的刻板印象内隐效应。实验结果表明 :⑴范畴启动可以自动激活有关的刻板印象内容 ,说明在很大程度上刻板印象是归类过程的一种必然结果与产物 ;⑵那些在内容上与范畴启动所导致自动的刻板印象激活及其相关内容一致、不一致或相反的建构分别易于出现同化与对比效应 ;⑶在个体水平上 ,通过意识性抑制在短期内很难压制刻板印象的自动激活 ,这表明刻板印象加工在很大程度上涉及到内隐过程     

The effects of activating a “baby brain” stereotype on pregnant women’s cognitive functioning

Throughout pregnancy and into the immediate postpartum period, women are generally perceived to be incompetent, stressed, and forgetful. However, the neuropsychological “baby brain” literature remains unclear and contradictory. Across two studies, we provide the first experimental tests of whether perceived cognitive impairment in pregnancy can be explained by stereotype threat theory, which proposes that awareness of negative stereotypes about one’s ingroup can harm performance. In Study 1 (N = 364), we tested stereotype threat effects in a 2 (stereotype threat versus no threat) × 3 (pregnant women versus new mothers versus never-pregnant female control) design. We observed a main effect of group on memory performance (pregnant women and new mothers performed worse than controls), but no other main or interactive effects. Study 2 (N = 409) aimed to extend these research questions with mathematics ability, memory, and attention as the dependent variables. Again, we found that a stereotype threat manipulation did not impair pregnant women and new mothers’ cognitive performance, nor was there any interactive effects. Groups also did not differ in their performance. We discuss these results in the context of stereotype threat mechanisms, calling into question whether a stereotype threat paradigm can be applied effectively to pregnancy-related stereotypes. This work has implications for the advancement of stereotype threat as a theory and contributes to the reappraisal of the utility of stereotype threat as a way of understanding how stereotypes affect performance.     

Emotional,Sensitive, and Unfit for Office? Gender Stereotype Activation and Support Female Candidates

Women are underrepresented at all levels of elected office. It is suspected that gender stereotypes hinder the electoral success of female candidates, but empirical evidence is inconclusive on whether stereotypes have a direct effect on voting decisions. This empirical conflict stems, in part, from the assumption that voters automatically rely on gender stereotypes when evaluating female candidates. This study explicitly tests the assumption of automatic stereotype activation. I suggest that stereotype reliance depends on whether stereotypes have been activated during a campaign, and it is only when stereotypes are activated that they influence evaluations of female candidates. These hypotheses are tested with a survey experiment and observational analysis. The results show that campaign communication activates stereotypes when they otherwise might not be activated, thereby diminishing support for female candidates.     

Investigating Physiological and Self-Reported Mediators of Stereotype Lift Effects on a Motor Task

Achievement gaps between social groups may result from stereotype threat effects but also from stereotype lift effects—the performance boost caused by the awareness that an outgroup is negatively stereotyped. We examined stereotype lift and threat effects in the motor domain and investigated their mediation by task involvement and self-confidence, measured by heart rate reactivity and self-reported indices. Males and females performed a balance task about which negative stereotypes about either males or females were given. No gender information was given in a control condition. Results showed no stereotype threat but a stereotype lift effect, participants performing significantly better after negative outgroup stereotypes were explicitly linked to performance on the balance task compared to the control condition. Concerning males, this effect was mediated by higher self-confidence and task involvement. The implications of these results for understanding the gender inequalities in the motor domain are discussed.     

Just say no (to stereotyping): effects of training in the negation of stereotypic associations on stereotype activation

The primary aim of the present research was to examine the effect of training in negating stereotype associations on stereotype activation. Across 3 studies, participants received practice in negating stereotypes related to skinhead and racial categories. The subsequent automatic activation of stereotypes was measured using either a primed Stroop task (Studies I and 2) or a person categorization task (Study 3). The results demonstrate that when receiving no training or training in a nontarget category stereotype, participants exhibited spontaneous stereotype activation. After receiving an extensive amount of training related to a specific category, however, participants demonstrated reduced stereotype activation. The results from the training task provide further evidence for the impact of practice on participants' proficiency in negating stereotypes.     

Behavioral rebound following stereotype suppression

Attempts to suppress stereotypes have often been found to result in an increased accessibility of these stereotypes. According to thought suppression literature together with research on prime‐to‐behavior effects, we hypothesized that suppression of stereotype can lead people to subsequently behave in accordance with its content and that these effects are stronger after suppression (rebound) than after a classical priming condition (i.e., no‐suppression condition). Experiment 1 showed that suppression of the stereotype of sportsmen (associated with poor math performance) but not of Italian men (not related to math performance) led participants to subsequently perform worse on a calculus task in comparison to non‐suppressors. These effects were replicated in a second experiment with another stereotype (elderly) and another behavior that does not require self‐regulation (walking speed): Suppressors walked slower than non‐suppressors. These findings are considered in the context of mental control and social stereotyping. Copyright © 2009 John Wiley & Sons, Ltd.     

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math.     

Contrast from social stereotypes in automatic behavior

The activation of social stereotypes can influence behavior outside of conscious awareness. It has been argued that while priming social stereotypes leads to behavioral assimilation, priming exemplars leads to behavioral contrast. Extending this theorizing, we argue that the activation of social stereotypes can also result in automatic behavioral contrast if a comparison of the self to the stereotyped group is provoked. This hypothesis is tested with speed and intellectual performance as behavioral measures. In a first study, we show that categorizing perceived others as outgroup members leads to behavioral contrast from their stereotype. The second study shows that subliminally priming the self during the activation of a stereotype to which the self does not belong leads to automatic behavioral contrast from the stereotype. These findings reverse previously found assimilation effects of social stereotype priming. Social comparison processes are discussed as a possible mediator of the results.     

老化刻板印象研究现状及展望

老化刻板印象是人们对老年人所持有的观念与预期,它能显著影响老化刻板印象持有者的生理功能、认知功能和行为结果。现有研究主要集中在老化刻板印象的机制、影响因素和中介变量方面。研究发现,老化刻板印象是通过内化形成的,刻板印象威胁理论和自我刻板化是解释老化刻板印象的两种作用机制。认知加工过程中的抑制能力、情境和文化差异是影响老化刻板印象的主要因素,而老化自我知觉和刻板期望则是老化刻板印象影响效果变量的中介因素。未来研究除了要继续探讨意识水平、情境因素、个体特征对老化刻板印象的影响以及老化刻板印象对不同年龄群体影响的特点以外,还应关注中介和干预研究,并进一步加强跨文化研究。     

An integrated process model of stereotype threat effects on performance

Research showing that activation of negative stereotypes can impair the performance of stigmatized individuals on a wide variety of tasks has proliferated. However, a complete understanding of the processes underlying these stereotype threat effects on behavior is still lacking. The authors examine stereotype threat in the context of research on stress arousal, vigilance, working memory, and self-regulation to develop a process model of how negative stereotypes impair performance on cognitive and social tasks that require controlled processing, as well as sensorimotor tasks that require automatic processing. The authors argue that stereotype threat disrupts performance via 3 distinct, yet interrelated, mechanisms: (a) a physiological stress response that directly impairs prefrontal processing, (b) a tendency to actively monitor performance, and (c) efforts to suppress negative thoughts and emotions in the service of self-regulation. These mechanisms combine to consume executive resources needed to perform well on cognitive and social tasks. The active monitoring mechanism disrupts performance on sensorimotor tasks directly. Empirical evidence for these assertions is reviewed, and implications for interventions designed to alleviate stereotype threat are discussed.     

Stereotypes on Campus: How Contact and Liking Influence Perceptions of Group Distinctiveness

In two studies, subjects' stereotypes of various campus groups were assessed using a content-free, cognitive methodology in which stereotypes are defined as "generalizations about a class of people that distinguish that class from others" (McCauley, Stitt, & Segal, 1980, p. 197). In an effort to predict strength of stereotypes, four main findings emerged: (a) contact with a group's members was associated with increased liking of the group; (b) contact predicted increased stereotype strength; (c) liking a group was associated with decreased stereotype strength; and (d) over time, the strength of stereotypes tended to decrease. These data are discussed in regard to the contact hypothesis (Airport, 1954; Amir, 1969; Cook, 1978,1984), the role of positive affect in altering cognitive organization, and more generally, to the issue of stereotype development.     

Group Identification and College Adjustment: The Experience of Encountering a Novel Stereotype

ABSTRACT

Previous research has investigated members of stigmatized groups by studying the consequences of encountering stereotypes for performance and self-esteem. The present study extends these findings by examining the experience of entering a new environment and encountering a negative stereotype for the first time (i.e., a novel stereotype). Participants were students admitted “provisionally” to a large state university. Results suggest that, when encountering a novel stereotype, targets of stereotypes differed in their identification with the group, and that this identification moderated the consequences of the stereotype for performance and self-esteem. Implications for future research are discussed. These data also suggest that a college-based intervention program can provide a buffer against negative stereotypes by reducing the perceived applicability of the stereotype.