PostDoctoral Research Fellowship

社会、行为和经济科学少数民族博士后研究和培训奖学金将实证研究区分刻板印象威胁测试成绩影响和意识形态运动测试成绩影响的情感和认知过程。假设刻板印象威胁效应受情感关注和认知记忆缺陷的调节，而意识形态运动效应不受情感和认知因素的调节。研究1和研究2的目的是研究情感关注能否区分这两种影响。研究3旨在调查能够区分这些影响的认知过程。最后，研究4的目的是探讨刻板印象威胁效应的中介顺序。具体来说，研究4的目标是确定情感关注是否可以调节认知记忆缺陷。综上所述，这些研究将提供初步证据，证明刻板印象威胁和观念运动效应确实是不同的，它们有不同的过程。本研究是将刻板印象威胁研究与意识形态运动研究相结合的首次尝试。这些研究将采用的方法和设计借鉴了这两个领域的研究，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关于刻板印象威胁的研究，并相信他对围绕这两个理论的问题有一个清晰的理解。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，对刻板印象威胁和意识形态运动理论相关的问题有着敏锐的认识。因此，研究人员非常适合进行这项研究。研究刻板印象威胁和意识形态运动效应的不同过程具有重要的智力意义，因为关于这些过程中的哪一个导致了少数民族学生的破坏，一直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刻板印象何时以及如何影响少数民族学生的学习成绩。此外，这些研究结果将为一般刻板印象文献，特别是刻板印象威胁理论和观念运动理论文献提供清晰的思路。

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.