反刻板印象信息对减弱数学_性别刻板印象威胁效应的作用.docxVIP

·386· Chinese Journal of Clinical Psychology Vol.22 No.3 2014 反刻板印象信息对减弱数学-性别 刻板印象威胁效应的作用 宋淑娟1，刘华山2 （1.黄冈师范学院教育系，黄冈 438000；2.华中师范大学心理学院，武汉 430079） 【摘 要】 目的：有研究发现负性刻板印象对被刻板对象会产生威胁效应，本研究探讨反数学-性别刻板印象信息能 否给女生带来积极效应。方法：选取150名高二理科女生，完全随机分成三组，分别在不同的数学-性别刻板印象情 境下接受数学相关测验。第一组为语言减弱组，测验时有意通过语言声称方式提供反数学-性别刻板印象信息；第 二组为榜样减弱组，测验时有两位女性数学非常棒的楷模在场；第三组为控制组，测验情境中不有意提供任何数学 性别信息。结果：语言减弱组的工作记忆容量显著低于控制组（P<0.01），榜样减弱组的工作记忆容量和数学测验成 绩都显著高于控制组(P值均小于0.05)。结论：语言声称方式直接提供反数学-性别刻板印象信息不能对女生产生 积极效应，相反还会给女生带来威胁效应；榜样方式提供反数学-性别刻板印象信息对女生有明显的积极效应。 【关键词】 刻板印象威胁；反刻板印象信息；减弱 中图分类号：R395.1 文献标识码：A 文章编号：1005-3611(2014)03-0386-04 Effect of Counter-stereotype Information to Reduce the Effects of Stereotype Threat SONG Shu-juan Department Of Education, Huanggang Normal University, Huanggang 438000, China; School of Psychology, Central China Normal University, Wuhan 430079, China 1, LIU Hua-shan2 1 2 【Abstract】 Objective: Previous studies suggest the gender stereotype on mathematics leads to a threat effect on girls’ mathematics learning, the study aimed to explore whether counter-stereotype information had a positive effect to girls or not? Methods: 150 senior middle school girls in science were selected as subjects. All subjects were randomly assigned to 3 groups(language reducing group, model reducing group and control group), three groups had no differences in mathemat? ics achievement. Each group completed working memory test and mathematics test in different mathematics-gender stereo? types situations. Results: Working memory performance was poorer in language reducing group compared with control group(P<0.01), while model reducing group performed better both on working memory task and mathematics test compared with control group(P<0.05). Conclusion: Counter-stereotype information through spoken language may bring negative ef? fect to the mathematics learning for girls, whereas counter-stereotype information through example makes positive effect to girls’mathematics learning. 【Key words】 Stereotype threat; Co