Interactive Effects of Sex Hormones, Psychosocial Stress and Self-Efficacy on Cognitive Sex Differences

认知性别差异受社会和生物因素的影响;例如，研究发现，对性别刻板印象的行为同化受到性激素变化的影响。本研究旨在探讨性别刻板印象和压力对认知性别差异影响的心理、激素和神经机制。基于以前的工作，我预测，一系列的生物，心理和社会因素将相互作用，以减轻性别启动，压力，对男性和女性的认知表现的影响。具体而言，直接借鉴社会心理学在刻板印象威胁领域的工作，假设男性在令人震惊的情况下会经历刻板印象“增强”（由睾酮水平升高介导），而女性更容易受到刻板印象威胁（由皮质醇水平升高介导）。在我的每项研究中，400名参与者（200名女性）将被分为3组，并进行一系列性别敏感的认知测试，包括心理旋转和言语记忆。唾液样本将在测试前后采集，用于分析皮质醇和睾酮水平。实验组将在认知测试前进行性别引导，并填写一份问卷（对照组将填写一份性别中立的问卷）。实验组采用特里尔社会应激测试诱发心理社会应激，对照组采用同样的方法进行心理社会应激的等待期。在进行认知测验之前，被试将被告知认知性别差异和刻板印象威胁的影响。研究结果将直接关系到认知性别差异的理解，并对教育实践、性别平等和STEM辩论产生影响。

Cognitive sex differences are influenced by social andbiological factors; for instance, studies have found thebehavioural assimilation to gender stereotypes to be moderatedby variation in sex hormones. This project aims to investigatethe psychological, hormonal and neural mechanisms underlyingthe effect of gender stereotypes and stress on cognitive sexdifferences. Based on previous work, I predict that a range ofbiological, psychological and social factors will interact tomoderate the impact of gender priming, and stress, on men'sand women's cognitive performance. Specifically, drawingdirectly on social psychological work in the stereotype threatdomain, it is hypothesised that men will experience stereotype'boost' (mediated by increased testosterone levels) in astressful situation, while women will be more susceptible tostereotype threat (mediated by increased cortisol levels). Ineach of my studies 400 participants (200 women) will be dividedin 3 groups and perform a battery of gender-sensitive cognitivetasks, including mental rotation and verbal memory. Salivasamples will be taken before and after testing for the analysis ofcortisol and testosterone levels. Experimental groups will begender-primed before cognitive testing with a questionnaire (vs.a control group who will complete a gender-neutralquestionnaire). Psychosocial stress will be induced with theTrier Social Stress Test in the experimental group, while thecontrol group will undergo a waiting period of the sameduration. Participants will be informed of cognitive sexdifferences and the effects of stereotype threat before cognitivetesting. The results will have direct relevance for theunderstanding of cognitive sex differences with consequentimplications for educational practice, gender equality and theSTEM debate.