摘要
教育领域存在形形色色的性别刻板印象，而刻板印象刺激往往会阻碍人们接受新事物，给人们的认知带来负面的影响．对于女性来说，在内隐启动和外显启动范式下其工作记忆容量均小于控制组；对于男性被试来说，实验组的工作记忆容量与控制组没有显著差异．无论是内隐还是外显启动刻板印象威胁均对女性的工作记忆容量造成影响．
There are all kinds of gender stereotypes in the field of education, which tend to impede the people to accept new things and hinder cognitive processing .The primary goal of this research investigate the impact of implicit versus explicit stereotype threat manipulations on Limitations of Working Memory. The author conducted 2×3 design in which 54female and male participants were asked to take a math test ＆ operation-span task under conditions of stereotype threat or not. The results of experiment indicated that women under implicit versus explicit stereotype threat recalled fewer letters than men and women in a no threat control condition. Whereas, men under implicit versus explicit stereotype threat recalled letters as much as men in a no threat control condition. Explicit primes and implicit primes had a significant effect on women＇ Working Memory.
出处
《数学教育学报》
北大核心
2012年第5期34-36,40,共4页
Journal of Mathematics Education
基金
嘉应学院人文社科项目——性别刻板印象威胁对工作记忆的影响及其机制(2011SKM09)
