Stereotype susceptibility in children: Effects of identity activation on quantitative performance
Stereotype susceptibility in children: Effects of identity activation on quantitative performance
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DOI：
10.1111/1467-9280.00371
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发表时间：
2001-09-01
影响因子：
8.2
通讯作者：
Pittinsky, TL
中科院分区：
文献类型：
--
作者：
Ambady, N;Shih, M;Pittinsky, TL
越来越多的研究表明，消极刻板印象的激活会阻碍成年人的认知表现，而积极刻板印象则可以促进认知表现。在两项研究中，我们研究了积极和消极的刻板印象对三个年龄段（小学低年级、小学高年级和初中）儿童认知表现的影响。小学低年级（幼儿园至二年级）的幼儿和初中年级（六至八年级）的幼儿表现出与积极和消极刻板印象激活相关的表现变化；这些变化与之前报道的成人模式一致。消极刻板印象的微妙激活显着阻碍了绩效，而积极刻板印象的微妙激活则显着促进了绩效。对于小学高年级（3-5 年级）的儿童，发现了明显不同的影响。这些结果表明，刻板印象敏感性的发展是理解刻板印象与个人行为之间联系的关键领域。
A growing body of research indicates that the activation of negative stereotypes can impede cognitive performance in adults, whereas positive stereotypes can facilitate cognitive performance. In two studies, we examined the effects of positive and negative stereotypes on the cognitive performance of children in three age groups: lower elementary school, upper elementary school, and middle school. Very young children in the lower elementary grades (kindergarten-grade 2) and older children in the middle school grades (grades 6-8) showed shifts in performance associated with the activation of positive and negative stereotypes; these shifts were consistent with patterns previously reported for adults. The subtle activation of negative stereotypes significantly impeded performance, whereas the subtle activation of positive stereotypes significantly facilitated performance. Markedly different effects were found for children in the upper-elementary grades (grades 3-5). These results suggest that the development of stereotype susceptibility is a critical domain for understanding the connection between stereotypes and individual behavior.