PostDoctoral Research Fellowship

这个社会，行为和经济科学少数博士后研究和培训奖学金将实证研究情感和认知过程，可以区分刻板印象威胁测试性能效果从ideberity测试性能效果。据推测，刻板印象的威胁效应将介导的情感问题，以及认知记忆缺陷，而它是假设，IDERATION效应将不介导的情感或认知因素。研究1和研究2的目的是探讨情感关注是否可以区分这两种效应。研究3旨在研究能够区分这些效应的认知过程。最后，研究四探讨刻板印象威胁效应的中介顺序。具体来说，研究4的目标是确定情感问题是否可以介导认知记忆缺陷。综合起来，这些研究将提供初步的证据表明，刻板印象威胁和表象效应是真正不同的，他们有不同的过程。 本研究首次尝试将刻板印象威胁研究与表象研究相结合。这些研究将采用的方法和设计借鉴了这两个研究领域，从而使拟议研究的结果能够与每个领域的研究联系起来。研究者已经进行了大量的研究，调查刻板印象威胁，并相信他有一个清晰的理解周围的两个理论的问题。此外，他在斯坦福大学的导师斯蒂尔博士是刻板印象威胁方面的杰出学者，他敏锐地意识到与刻板印象威胁和表象理论相关的问题。因此，研究人员非常适合进行这项研究。 调查刻板印象威胁和观念影响的不同过程具有重要的知识意义，因为关于这些过程中哪些过程有助于破坏少数民族学生的问题存在许多争论和困惑。学术追求。通过确定这些过程是如何不同的，研究人员可以更清楚地测试何时以及如何刻板印象影响少数民族学生的学习成绩。此外，这些研究的结果将提供清晰的一般刻板印象的文献，作为刻板印象威胁理论和表象理论的文献具体。

This Social, Behavioral, and Economic Sciences Minority Post-Doctoral Research and Training Fellowship will empirically investigate the affective and cognitive processes that can distinguish stereotype threat test performance effects from ideomotor test performance effects. It is hypothesized that stereotype threat effects will be mediated by affective concerns as well as cognitive memory deficits, while it is hypothesized that ideomotor effects will not be mediated by either affective or cognitive factors. The aim of studies 1 and 2 are to investigate the affective concerns can distinguish these two effects. Study 3 is designed to investigate the cognitive processes that can distinguish these effects. Finally, the aim of study 4 is to investigate the mediational order of stereotype threat effects. Specifically, the goal of study 4 is to determine if affective concerns can mediate cognitive memory deficits. Taken together, these studies would provide initial evidence that stereotype threat and ideomotor effects are truly distinct and that they have differing processes. The present studies represent the first attempt to integrate stereotype threat research and ideomotor research. The methodology and design that will be used in these studies borrows from both areas of research, thus enabling the results of the proposed studies to be linked back to research in each area. The researcher has conducted a number of studies investigating stereotype threat and believe that he has a clear understanding of the issues surrounding both theories. In addition, Dr. Steele, his mentor at Stanford University, is the preeminent scholar on stereotype threat and is keenly aware of the issues that are relevant to stereotype threat and ideomotor theories. Therefore the researchers are well suited to conduct this research. Investigating the differing processes of stereotype threat and ideomotor effects is of intellectual importance because there has been much debate and confusion regarding which of these processes is contributing to the undermining of minority students. academic pursuits. By determining how these processes are distinct, researchers can more clearly test when and how stereotypes impact the academic performance of minority students. In addition, the results of these studies will provide clarity to the general stereotyping literature, as the stereotype threat theory and ideomotor theory literature specifically.