大学生数学刻板印象威胁实验研究Ⅱ——心理机制分析  

Study of Math-based Stereotype Threat Faced by University Students Ⅱ——Psychological Mechanism

作　　者：徐文明[1] 李晓东[2] 罗苏梅[1] 

机构地区：[1]嘉应学院,广东梅州514015 [2]深圳大学心理学系,广东深圳518060

出　　处：《数学教育学报》2013年第6期41-44,共4页Journal of Mathematics Education

基　　金：嘉应学院人文社科项目——性别刻板印象对工作记忆的影响及其机制(2011SKM09)

摘　　要：通过实验考察刻板印象威胁影响个体的工作记忆容量的心理机制．实验采用3启动方式（外显启动，内隐启动，控制组）×2加工负荷（高负荷，低负荷）×2保持时间（长时间保持，短时间保持）3因素完全随机实验设计．结果发现，无论在外显组还是在内隐组，加工负荷对工作记忆容量的影响具有主效应，而保持时间主效应同样也显著．实验结果表明，外显高负荷组的女性报告更多的焦虑，却表现出较少的自我妨碍；内隐高负荷组的女性表现出更多的自我妨碍却报告更少的焦虑．因此，实验结果支持双加工模型，即内隐和外显刻板印象威胁通过不同的机制影响工作记忆．The primary goal of this research was to investigate the Psychological Mechanism of stereotype threat on Limitations of Working Memory. All dependent Variables were examined using 3 priming （Implicit versus Explicit versus no threat）×2 processing load （high, low）×2 retention duration （Length, Short）.The study revealed the processing load affected Limitations of Working Memory, and retention duration had effect on Working Memory. The results of experiment also indicated in explicit stereotype activation effects women reported more anxiety on high processing load task, but less Self-handicapping than Other groups. However, in implicit stereotype activation effects women reported less anxiety on high processing load task, but more self-handicapping than other groups. The experiment Support hypotheses of dual process model for how explicit and implicit stereotype threat cues influence Working Memory through separate mechanisms.

关 键 词：刻板印象威胁 工作记忆 心理机制 

分 类 号：G420[文化科学—课程与教学论]