双重认同视角下的刻板印象行为效应研究
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摘要
近年来，国内外刻板印象的研究层出不穷，既有其内在机制的寻求、也有对抑制模式的探讨等，但对刻板印象所带来行为效应的关注相对较少，而涉及如何克服其消极行为效应的研究则更少。本研究在梳理和分析刻板印象积极、消极行为效应的基础上，对刻板印象行为效应进行了初步界定和探索，并从社会认同视角，探讨不同认同激活情境下刻板印象行为效应及其影响机制。
研究一，采用2×2两因素完全随机实验设计，研究女性社会认同的内隐启动和数学认同程度对女性被试在数学测验任务中显现的刻板印象行为效应。研究发现，女性社会认同激发，对高数学认同被试的刻板印象行为效应没有显著影响；但对低数学认同被试的相应行为效应则有显著影响，表现出数学任务绩效的明显下降。该研究还显示出“女性”相关词汇能够成功激活被试的内隐刻板印象。
研究二，在研究一的基础上，采用3×2两因素完全随机实验设计，研究社会认同情境下，被试的认知资源消耗及工作记忆容量，意图揭示社会认同抑制刻板印象威胁效应的产生机制。研究分析发现：女性认同启动情境下，低数学认同的个体认知资源及工作记忆受损，高数学认同的个体不受影响；理科认同启动情境下，高低数学认同个体的认知资源及工作记忆均不受影响。此研究结果表明，社会认同启动的刻板印象激活导致低领域认同个体认知资源及工作记忆的降低，减少了需用于能力操作领域的执行资源，从而导致相应的消极行为效应。
研究三，在研究二的基础上，采用4×2两因素完全随机实验设计，进一步探讨了双重社会认同启动情境下，刻板印象消极行为效应的抑制方式，即刻板印象威胁的抑制模式。内隐激发女性被试的数学消极刻板印象，同时引入一个积极的数学认同（理科生认同），考察积极认同对刻板印象威胁效应的抑制作用。结果显示：当单纯内隐激发女性消极数学认同时，被试在数学成绩上表现出刻板印象威胁效应，但在双重认同激发情境下，被试的刻板印象威胁效应被成功地消除了。实验表明增加一个积极社会认同能有效抑制被试刻板印象带来的消极行为效应。
本研究表明，刻板印象对认知操作绩效具有消极的威胁效应，而积极的社会认同可以有效抑制这种威胁效应，其抑制作用的机制可能与记忆资源有限及分配方式有关。
The research of stereotype emerge in an endless stream, including studies of theinherent mechanism, inhibit or change the mode of stereotype and so on, but the researchof behavioral effect of stereotype is relatively small, even there are research of stereotypebehavior effect, the research on how to overcome the negative behavioral effect ofstereotype and the effective use of positive behavior effect are less. This article attempts toinvestigate these effects. In the field of social cognition, in recent years there is more andmore research care about this field, especially about the relationship of social identity andstereotype. This study attempts to explore stereotype effects under the dual social identity.
Study1used an2×2completely randomized experimental design of two factors todiscuss the behavioral effect of stereotype on female social identity implicit priming andmathematical degree of recognition in mathematics test task. We found that there was nodifference on the grade of mathematics of the person with high mathematical identity, butthe performance of the subject with low mathematical identities are susceptible to theeffects of stereotype, as the mathematics performance decline. The results also show thatthe vocabulary of "female" have effect on the inherent stereotype, that is to say, thestereotype exists generally, i.e.
Study2used a3×2completely randomized experimental design of two factors toinvestigete the cognitive resources consumption and working memory capacity in the dualsocial identity. We have found these two results of the prime experiments, but the intrinsicmechanism of it is needs to be found. The results show that the cognitive resources andworking memory of the individual with low mathematical identity is lower in the femaleidentity priming condition, but the individual with high mathematical identity is unaffected.In the science identity priming situation, the cognitive resources and working memorywere not affected in any level of mathematics recognition The results of this study show that the arouse of the stereotype reduced the cognitive resources and working memory, sodoes the execution resources need for competence in the field operation, resulting in thecorresponding negative behavior effect.
Study3attempts to use a4×2completely randomized experimental design of twofactors to futher explore the dual social identity priming condition and attempts to explorethe inhibition of behavior of the effects of negative stereotype, namely the inhibit mode ofthe stereotype threat. We will see whether the positive behavior effects of the stereotypewill disappear by adding a positive social identity. We found that when the female identityis aroused by implicit stimulate, the stereotype threat effect in math scores will be there;and in the double identity, subjects showed no stereotype threat effect. The results of theexperimental show that the negative behavior effect of the stereotype will disappear whenwe add a positive social identity.
In brief, stereotype has negative threat effects to cognitive performance, but thepositive social identity can effectively suppress the threat effect, and its possiblemechanism of inhibition effect may be in line with memory resources and distributionmode.
研究一，采用2×2两因素完全随机实验设计，研究女性社会认同的内隐启动和数学认同程度对女性被试在数学测验任务中显现的刻板印象行为效应。研究发现，女性社会认同激发，对高数学认同被试的刻板印象行为效应没有显著影响；但对低数学认同被试的相应行为效应则有显著影响，表现出数学任务绩效的明显下降。该研究还显示出“女性”相关词汇能够成功激活被试的内隐刻板印象。
研究二，在研究一的基础上，采用3×2两因素完全随机实验设计，研究社会认同情境下，被试的认知资源消耗及工作记忆容量，意图揭示社会认同抑制刻板印象威胁效应的产生机制。研究分析发现：女性认同启动情境下，低数学认同的个体认知资源及工作记忆受损，高数学认同的个体不受影响；理科认同启动情境下，高低数学认同个体的认知资源及工作记忆均不受影响。此研究结果表明，社会认同启动的刻板印象激活导致低领域认同个体认知资源及工作记忆的降低，减少了需用于能力操作领域的执行资源，从而导致相应的消极行为效应。
研究三，在研究二的基础上，采用4×2两因素完全随机实验设计，进一步探讨了双重社会认同启动情境下，刻板印象消极行为效应的抑制方式，即刻板印象威胁的抑制模式。内隐激发女性被试的数学消极刻板印象，同时引入一个积极的数学认同（理科生认同），考察积极认同对刻板印象威胁效应的抑制作用。结果显示：当单纯内隐激发女性消极数学认同时，被试在数学成绩上表现出刻板印象威胁效应，但在双重认同激发情境下，被试的刻板印象威胁效应被成功地消除了。实验表明增加一个积极社会认同能有效抑制被试刻板印象带来的消极行为效应。
本研究表明，刻板印象对认知操作绩效具有消极的威胁效应，而积极的社会认同可以有效抑制这种威胁效应，其抑制作用的机制可能与记忆资源有限及分配方式有关。
The research of stereotype emerge in an endless stream, including studies of theinherent mechanism, inhibit or change the mode of stereotype and so on, but the researchof behavioral effect of stereotype is relatively small, even there are research of stereotypebehavior effect, the research on how to overcome the negative behavioral effect ofstereotype and the effective use of positive behavior effect are less. This article attempts toinvestigate these effects. In the field of social cognition, in recent years there is more andmore research care about this field, especially about the relationship of social identity andstereotype. This study attempts to explore stereotype effects under the dual social identity.
Study1used an2×2completely randomized experimental design of two factors todiscuss the behavioral effect of stereotype on female social identity implicit priming andmathematical degree of recognition in mathematics test task. We found that there was nodifference on the grade of mathematics of the person with high mathematical identity, butthe performance of the subject with low mathematical identities are susceptible to theeffects of stereotype, as the mathematics performance decline. The results also show thatthe vocabulary of "female" have effect on the inherent stereotype, that is to say, thestereotype exists generally, i.e.
Study2used a3×2completely randomized experimental design of two factors toinvestigete the cognitive resources consumption and working memory capacity in the dualsocial identity. We have found these two results of the prime experiments, but the intrinsicmechanism of it is needs to be found. The results show that the cognitive resources andworking memory of the individual with low mathematical identity is lower in the femaleidentity priming condition, but the individual with high mathematical identity is unaffected.In the science identity priming situation, the cognitive resources and working memorywere not affected in any level of mathematics recognition The results of this study show that the arouse of the stereotype reduced the cognitive resources and working memory, sodoes the execution resources need for competence in the field operation, resulting in thecorresponding negative behavior effect.
Study3attempts to use a4×2completely randomized experimental design of twofactors to futher explore the dual social identity priming condition and attempts to explorethe inhibition of behavior of the effects of negative stereotype, namely the inhibit mode ofthe stereotype threat. We will see whether the positive behavior effects of the stereotypewill disappear by adding a positive social identity. We found that when the female identityis aroused by implicit stimulate, the stereotype threat effect in math scores will be there;and in the double identity, subjects showed no stereotype threat effect. The results of theexperimental show that the negative behavior effect of the stereotype will disappear whenwe add a positive social identity.
In brief, stereotype has negative threat effects to cognitive performance, but thepositive social identity can effectively suppress the threat effect, and its possiblemechanism of inhibition effect may be in line with memory resources and distributionmode.
引文
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