Untested assumptions perpetuate stereotyping: Learning in the absence of evidence.
Untested assumptions perpetuate stereotyping: Learning in the absence of evidence.
复制标题
未经检验的假设会延续刻板印象：在没有证据的情况下学习。
DOI：
10.1016/j.jesp.2022.104380
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发表时间：
2022
影响因子：
3.5
通讯作者：
Devine,PatriciaG
中科院分区：
文献类型：
--
作者：
Cox,WilliamTL;Xie,Xizhou;Devine,PatriciaG
在目前的工作中，我们着手评估人们是否以及有多少人在回应他们的刻板假设被证实，被否定或未被测试时学习。在研究1中，参与者做出了一系列可能受到刻板印象影响的判断，并收到了大多数时间确认刻板印象的反馈，大多数时间否定刻板印象的反馈，或者没有关于他们判断的反馈。复制过去的工作确认偏见，模式的条件下，反馈表明，件刻板印象确认证据比刻板印象否定证据产生更大的影响。随着时间的推移，刻板印象消除条件下的参与者刻板印象更多，但刻板印象否定条件下的参与者的刻板印象率保持不变。没有收到反馈的参与者，因此没有证据，随着时间的推移，刻板印象更多，这表明，与我们的核心假设相匹配，他们从自己未经测试的假设中学习。研究2提供了研究1的直接复制。在研究3中，我们将评估扩展到记忆。参与者做出判断，并收到确认，不确认和没有反馈的混合，随后被要求记住他们在每次试验中收到的反馈，如果有的话。无反馈试验的记忆测试显示，参与者经常误认为他们未经测试的假设得到了证实。作为零假设显著性检验的补充，贝叶斯因子分析表明，研究1、2和3中的数据提供了支持我们假设的中度至极端证据。讨论的重点是这些学习模式为减少陈规定型观念的努力所带来的挑战。
In the present work, we set out to assess whether and how much people learn in response to their stereotypic assumptions being confirmed, being disconfirmed, or remaining untested. In Study 1, participants made a series of judgments that could be influenced by stereotypes and received feedback that confirmed stereotypes the majority of the time, feedback that disconfirmed stereotypes the majority of the time, or no feedback on their judgments. Replicating past work on confirmation bias, patterns in the conditions with feedback indicated that pieces of stereotype-confirming evidence exerted more influence than stereotype-disconfirming evidence. Participants in the Stereotype-Confirming condition stereotyped more over time, but rates of stereotyping for participants in the Stereotype-Disconfirming condition remained unchanged. Participants who received no feedback, and thus no evidence, stereotyped more over time, indicating that, matching our core hypothesis, they learned from their own untested assumptions. Study 2 provided a direct replication of Study 1. In Study 3, we extended our assessment to memory. Participants made judgments and received a mix of confirmatory, disconfirmatory, and no feedback and were subsequently asked to remember the feedback they received on each trial, if any. Memory tests for the no feedback trials revealed that participants often misremembered that their untested assumptions were confirmed. Supplementing null hypothesis significance testing, Bayes Factor analyses indicated the data in Studies 1, 2, and 3 provided moderate-to-extreme evidence in favor of our hypotheses. Discussion focuses on the challenges these learning patterns create for efforts to reduce stereotyping.