Dissertation Research: The Impact of Cultural Status Beliefs on Individual Task Performance in Evaluative Settings: A New Direction in Expection States Research

现有的群体过程理论清楚地描述了文化地位信念如何决定执行集体任务的行动者的权力和声望。然而，关于个体任务中状态过程的作用的理论和研究却很少。这项研究旨在测试身份特征（如性别）如何影响测试成绩。具体而言，本博士论文研究改进方案调查了同性和异性研究对象的存在是否/如何影响本科生在研究生入学考试中的十个问题的表现。将记录20名受试者在六种情况下的表现。条件包括：1)男性被调查者认为自己是孤独的；2)女性受访者认为自己是孤独的；女性被调查者听到但没有看到另一个被调查者，并且能够从声音中推断出另一个被调查者是：3)同性；4)其他性;男性被调查者听到但没有看到另一个被调查者，并且能够从声音中推断出对方是：5)同性；6)其他性。分析包括六个条件下被调查者的平均表现分数、正确率和每个项目花费的时间的比较。本研究旨在帮助我们理解文化地位维度与目标导向行为之间的关系，并深入了解为什么特定社会群体在评估环境中对社会绩效线索的反应不同。* * * * ? ?

9701661 Ridgeway Existing theory on group processes provides a clear description of how cultural status beliefs determine the power and prestige of actors performing collective task. Yet there has been very little theorizing and research on the role of status processes during individual tasks. This research proposes to test how status characteristics (e.g., gender) affects performance on a test. Specifically, this Doctoral Dissertation Research Improvement proposal investigates whether/how the presence of same and opposite gender research subjects affects undergraduates' performance on ten questions taken from the Graduate Record Examination. Performance will be recorded for twenty subjects under each of six conditions. The conditions include: 1) male respondent believes himself to be alone; 2) female respondents believes herself to be alone; females respondent hears but does not see another respondent and is able to infer from voice that the other respondent is: 3) same sex; 4) other-sex; male respondent hears but does not see another respondent and is able to infer from voice that the other is: 5) same sex; 6) other-sex. Analysis consists of comparisons among combination of respondents in the six conditions on mean performance scores, proportion correct, and time spent on each item. This research proposes to contribute to our understanding of the relation between cultural status dimensions and goal-directed behavior, and offer insight into why particular social groups are differentially responsive to social performance cues in evaluative settings. **** ??