Stereotypes disrupt probabilistic category learning.
Stereotypes disrupt probabilistic category learning.
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刻板印象破坏了概率类别学习。
DOI：
10.1037/xge0001335
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Hughes, Brent L.
中科院分区：
文献类型：
--
作者：
Derreumaux, Yrian;Elder, Jacob;Suri, Gaurav;Ben-Zeev, Avi;Quimby, Thelonious;Hughes, Brent L.
种族刻板印象对决策和行为产生有害影响，但人们对刻板印象如何破坏人们学习新联想的能力知之甚少。目前的研究通过检验学习是否以及如何受到先前存在的关联的影响来询问关于概率学习的边界条件的基本问题。在三个实验中，参与者根据社会（例如，预测犯罪）或非社会（例如，预测天气）学习环境中的反馈学习不同卡片组合的概率结果。在学习过程中，参与者呈现与任务无关的社会（即，黑色或白色面孔）或非社会（即，较暗或较亮的云）刺激，这些刺激与学习环境刻板一致或不一致。与非社会学习环境相比，参与者在社会学习环境中表现出学习中断，尽管反复指示刺激与结果无关（研究1和2）。我们还发现，当参与者在消极（黑人和犯罪）或积极的刻板印象（黑人和运动员;研究3）存在下学习时，学习中断没有差异。最后，我们测试了学习递减是否是由于“一阶”刻板印象的应用或抑制在审判水平，或由于“二阶”的认知负荷中断，积累跨试验由于害怕出现偏见（汇总分析）。我们没有发现一阶干扰的证据，而是发现了二阶干扰的证据：参与者更有内在动机不带偏见地做出反应，因此更有可能自我监控他们的反应，随着时间的推移，学习的准确性降低。我们讨论了刻板印象对学习和记忆的影响。（PsycInfo数据库记录（c）2023阿帕，保留所有权利）
Racial stereotypes exert pernicious effects on decision-making and behavior, yet little is known about how stereotypes disrupt people's ability to learn new associations. The current research interrogates a fundamental question about the boundary conditions of probabilistic learning by examining whether and how learning is influenced by preexisting associations. Across three experiments, participants learned the probabilistic outcomes of different card combinations based on feedback in either a social (eg, forecasting crime) or nonsocial (eg, forecasting weather) learning context. During learning, participants were presented with either task-irrelevant social (ie, Black or White faces) or nonsocial (ie, darker or lighter clouds) stimuli that were stereotypically congruent or incongruent with the learning context. Participants exhibited learning disruptions in the social compared to nonsocial learning context, despite repeated instructions that the stimuli were unrelated to the outcome (Studies 1 and 2). We also found no differences in learning disruptions when participants learned in the presence of negatively (Black and criminal) or positively valenced stereotypes (Black and athletic; Study 3). Finally, we tested whether learning decrements were due to “first-order” stereotype application or inhibition at the trial level, or due to “second-order” cognitive load disruptions that accumulate across trials due to fears of appearing prejudiced (aggregated analysis). We found no evidence of first-order disruptions and instead found evidence for second-order disruptions: participants who were more internally motivated to respond without prejudice, and thus more likely to self-monitor their responses, learned less accurately over time. We discuss the implications of the influence of stereotypes on learning and memory.(PsycInfo Database Record (c) 2023 APA, all rights reserved)