The effects of stereotype activation on behavior: a review of possible mechanisms

Rule-based and information-integration perceptual category learning in children with attention-deficit/hyperactivity disorder

OBJECTIVE

Suboptimal functioning of the basal ganglia is implicated in attention-deficit/hyperactivity disorder (ADHD). These structures are important to the acquisition of associative knowledge, leading some to theorize that associative learning deficits might be expected, despite the fact that most extant research in ADHD has focused on effortful control. We present 2 studies that examined the acquisition of explicit rule-based (RB) and associative information integration (II) category learning among school-age children with ADHD.

METHOD AND RESULTS

In Study 1, we found deficits in both RB and II category learning tasks among children with ADHD (n = 81) versus controls (n = 42). Children with ADHD tended to sort by the more salient but irrelevant dimension (in the RB paradigm) and were unable to acquire a consistent sorting strategy (in the II paradigm). To disentangle whether the deficit was localized to II category learning versus a generalized inability to consider more than 1 stimulus dimension, in Study 2 children completed a conjunctive RB paradigm that required consideration of 2 stimulus dimensions. Children with ADHD (n = 50) continued to underperform controls (n = 33).

CONCLUSIONS

Results provide partial support for neurocognitive developmental theories of ADHD that suggest that associative learning deficits should be found, and highlight the importance of using analytic approaches that go beyond asking whether an ADHD-related deficit exists to why such deficits exist.

Stereotypes Can "Get Under the Skin": Testing a Self-Stereotyping and Psychological Resource Model of Overweight and Obesity

The authors draw upon social, personality, and health psychology to propose and test a self-stereotyping and psychological resource model of overweight and obesity. The model contends that self-stereotyping depletes psychological resources, namely self-esteem, that help to prevent overweight and obesity. In support of the model, mediation analysis demonstrates that adult Hispanics who highly self-stereotype had lower levels of self-esteem than those who self-stereotype less, which in turn predicted higher levels of body mass index (overweight and obesity levels). Furthermore, the model did not hold for the referent sample, White participants, and an alternative mediation model was not supported. These data are the first to theoretically and empirically link self-stereotyping and self-esteem (a psychological resource) with a strong physiological risk factor for morbidity and short life expectancy in stigmatized individuals. Thus, this research contributes to understanding ethnic-racial health disparities in the United States and beyond.

Do girls really experience more anxiety in mathematics?

Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time.

The roots of stereotype threat: when automatic associations disrupt girls' math performance

Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math-gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype-consistent, relative to a stereotype-inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance.

Stereotype threat and hazard perception among provisional license drivers

Stereotype threat refers to the negative impact a stereotype about one's group can have on one's performance in domains relevant to the stereotype. In the current paper, we explore whether the negative stereotype of provisional license drivers (PLDs) might produce stereotype threat in a driving-related hazard perception task. We manipulate threat by asking participants to self-identify as PLDs in a categorization condition, or by reminding PLD participants explicitly of the stereotype of PLDs in an explicit stereotype condition. Results reveal increments in hazard perception in the categorization condition, and decrements in hazard perception in the explicit stereotype condition. Mediation analysis reveals that hazard perception performance is fully mediated by increased effort in the categorization condition and by decreased effort in the explicit stereotype condition. We discuss these findings in terms of their implications for stereotype threat and its mediators, and for public policy that explicitly discriminates between PLDs and other driver groups.

Enactment of one-to-many communication may induce self-focused attention that leads to diminished perspective taking: The case of Facebook

Social networking sites (SNSs) provide users with an efficient interface for distributing information, such as photos or wall posts, to many others simultaneously. We demonstrated experimentally that this type of indiscriminate one-to-many (i.e., monologue) communication may induce self-focused attention and thereby impair perspective taking. The present study used multiple paradigms to explore the link between engaging in online one-to-many communication and a decrease in perspective taking. Experiment 1 revealed that Facebookers who published a personal photo to the public or their friends were less likely to adopt another person’s visual perspective than were those in the control group. Experiment 2 showed that Facebookers who engaged in indiscriminate one-to-many wall posting were more likely than those in the control group to rely heavily on their own perspectives. A state of self-focus, as measured by greater Stroop interference in naming the color of self-relevant versus neutral words, mediated the detrimental effect of indiscriminate one-to-many communication on cognitive perspective taking. These findings suggest that indiscriminate one-to-many communication on SNSs may promote public self-focus, leading to self-referential processing when making social judgments. Online monologue communication may be more harmful to perspective taking than previously understood.

Effects of stereotype threat, perceived discrimination, and examiner race on neuropsychological performance: simple as black and white?

The purpose of the current study was to examine the predictive roles of stereotype threat and perceived discrimination and the mediating role of examiner-examinee racial discordance on neuropsychological performance in a non-clinical sample of African American and Caucasian individuals. Ninety-two African American (n = 45) and Caucasian (n = 47) adults were randomly assigned to either a stereotype threat or non-threat condition. Within each condition, participants were randomly assigned to either a same race or different race examiner. All participants underwent neuropsychological testing and completed a measure of perceived discrimination. African Americans in the stereotype threat condition performed significantly worse on global NP (Mz = -.30, 95% confidence interval [CI] [-0.07, -0.67] than African Americans in the non-threat condition (Mz = 0.09, CI [0.15, 0.33]. African Americans who reported high levels of perceived discrimination performed significantly worse on memory tests when tested by an examiner of a different race, Mz = -1.19, 95% CI [-1.78, -.54], than African Americans who were tested by an examiner of the same race, Mz = 0.24, 95% CI [-0.24, 0.72]. The current study underscores the importance of considering the role of contextual variables in neuropsychological performance, as these variables may obscure the validity of results among certain racial/ethnic groups.

Priming intelligent behavior: an elusive phenomenon

Can behavior be unconsciously primed via the activation of attitudes, stereotypes, or other concepts? A number of studies have suggested that such priming effects can occur, and a prominent illustration is the claim that individuals' accuracy in answering general knowledge questions can be influenced by activating intelligence-related concepts such as professor or soccer hooligan. In 9 experiments with 475 participants we employed the procedures used in these studies, as well as a number of variants of those procedures, in an attempt to obtain this intelligence priming effect. None of the experiments obtained the effect, although financial incentives did boost performance. A Bayesian analysis reveals considerable evidential support for the null hypothesis. The results conform to the pattern typically obtained in word priming experiments in which priming is very narrow in its generalization and unconscious (subliminal) influences, if they occur at all, are extremely short-lived. We encourage others to explore the circumstances in which this phenomenon might be obtained.

Stereotype Threat Reduces Motivation to Improve

According to stereotype threat theory, negative stereotypes impair performance and can lead to reduced motivation. In the present study, we examined whether the female-mathematics stereotype not only impairs women’s performance but also buffers their self-esteem from negative feedback and reduces their motivation to improve. Before completing a mathematics test, 80 (54 female) participants were informed either that men outperform women on the test (stereotype threat condition) or that men and women perform equally well (no-stereotype condition). Following the test, participants received positive or negative feedback prior to rating their self-esteem. Finally, participants were invited to attend free mathematics tutorials and asked to indicate their likelihood of attending. Women under stereotype threat performed worse and were less motivated than non-stereotyped women to attend mathematics tutorials after receiving negative feedback. Furthermore, although men’s self-esteem was higher if they received positive rather than negative feedback, feedback valence had no effect on women’s self-esteem. These results suggest that the effect of stereotype threat on women’s mathematical performance is potentially compounded by its capacity to reduce motivation to improve. Practical implications are discussed, with a particular focus on the need for interventions that produce an identity-safe environment, foster an incremental view of mathematical ability, and provide information about successful role models.

The case of Watson vs. James: effect-priming studies do not support ideomotor theory

In this paper we show that response facilitation in choice reaction tasks achieved by priming the (previously perceived) effect is based on stimulus-response associations rather than on response-effect associations. The reduced key-press response time is not accounted for by earlier established couplings between the key-press movement and its subsequent effect, but instead results from couplings between this effect and the contingent key-release movement. This key-release movement is an intrinsic part of the entire performed response action in each trial of a reaction-time task, and always spontaneously follows the key-press movement. Eliminating the key-release movement from the task leads to the disappearance of the response facilitation, which raises the question whether response-effect associations actually play a role in studies that use the effect-priming paradigm. Together the three experiments presented in the paper cast serious doubts on the claim that action-effect couplings are acquired and utilized by the cognitive system in the service of action selection, and that the priming paradigm by itself can provide convincing evidence for this claim. As a corollary, we question whether the related two-step model for the ideomotor principle holds a satisfying explanation for how anticipation of future states guides action planning. The results presented here may have profound implications for priming studies in other disciplines of psychology as well.

Daily horizons: evidence of narrow bracketing in judgment from 10 years of M.B.A. admissions interviews

Many professionals, from auditors, venture capitalists, and lawyers, to clinical psychologists and journal editors, divide continuous flows of judgments into subsets. College admissions interviewers, for instance, evaluate but a handful of applicants a day. We conjectured that in such situations, individuals engage in narrow bracketing, assessing each subset in isolation and then--for any given subset--avoiding much deviation from the expected overall distribution of judgments. For instance, an interviewer who has already highly recommended three applicants on a given day may be reluctant to do the same for a fourth applicant. Data from more than 9000 M.B.A. interviews supported this prediction. Auxiliary analyses suggest that contrast effects and nonrandom scheduling of interviews are unlikely alternative explanations of the observed pattern of results.

The impact of Stereotype Threat on the simulated driving performance of older drivers

Older drivers are perceived as being dangerous and overly cautious by other drivers. We tested the hypothesis that this negative stereotype has a direct influence on the performance of older drivers. Based on the Stereotype Threat literature, we predicted that older driving performance would be altered after exposure to a Stereotype Threat. Sixty-one older drivers aged 65 and above completed a simulated driving assessment course. Prior to testing, half of the participants were told that the objective of the study was to investigate why older adults aged 65 and above were more implicated in on-road accidents (Stereotype Threat condition) and half were showed a neutral statement. Results confirmed that exposure to the threat significantly altered driving performance. Older adults in the Stereotype Threat condition made more driving mistakes than those in the control group. Interestingly, under a Stereotype Threat condition, older adults tended to commit more speeding infractions. We also observed that domain identification (whether driving is deemed important or not) moderated the impact of the threat. Taken together, these results support recent older drivers' performance models suggesting that the interaction between individual and social factors need to be considered when examining older drivers' performance.

Attributions of Competence Mediate the Behaviors of Caregivers and Older Adults

This study tests whether age stereotypes held by professional caregivers and health professionals have an effect on the behaviors of these professionals and the competence of older adults. A repeated-measures design was implemented in the State of Colima (Mexico). The first phase recorded aging stereotypes; the second phase observed the functioning of caregivers and older adults. Analyses revealed that stereotypical beliefs about competence mediated the relationships between the behaviors of caregivers and the older adults. Given that aging stereotypes held by caregivers negatively affect the competence behaviors of older persons, if we want to promote competence and active aging in senior citizens it would seem important to promote change in the stereotypical beliefs of their caregivers.

Implicit and explicit exercise and sedentary identity

We examined the relationship between implicit and explicit "exerciser" and "sedentary" self-identity when activated by stereotypes. Undergraduate participants (N = 141) wrote essays about university students who either liked to exercise or engage in sedentary activities. This was followed by an implicit identity task and an explicit measure of exercise self-identity. Results showed that implicit and explicit exerciser identities were not highly correlated. There were also no significant prime effects, but women showed greater implicit sedentary identity, whereas men showed greater implicit exercise identity. This research suggests that implicit exercise-related identity is a distinct construct from explicit exercise identity. The results also reflect responses to societal pressures for women to be thin and for men to be strong, when free of self-presentational bias.

Memory shaped by age stereotypes over time

OBJECTIVES

Previous studies showed that negative self-stereotypes detrimentally affect the cognitive performance of marginalized group members; however, these findings were confined to short-term experiments. In the present study, we considered whether stereotypes predicted memory over time, which had not been previously examined. We also considered whether self-relevance increased the influence of stereotypes on memory over time.

METHOD

Multiple waves of memory performance were analyzed using individual growth models. The sample consisted of 395 participants in the Baltimore Longitudinal Study of Aging.

RESULTS

Those with more negative age stereotypes demonstrated significantly worse memory performance over 38 years than those with less negative age stereotypes, after adjusting for relevant covariates. The decline in memory performance for those aged 60 and above was 30.2% greater for the more negative age stereotype group than for the less negative age stereotype group. Also, the impact of age stereotypes on memory was significantly greater among those for whom the age stereotypes were self-relevant.

DISCUSSION

This study shows that the adverse influence of negative self-stereotypes on cognitive performance is not limited to a short-term laboratory effect. Rather, the findings demonstrate, for the first time, that stereotypes also predict memory performance over an extended period in the community.

Priming of Disability and Elderly Stereotype in Motor Performance: Similar or Specific Effects?

In three experimental studies, the effects of priming participants with the disability stereotype were investigated with respect to their subsequent motor performance. Also explored were effects of activating two similar stereotypes, persons with a disability and elderly people. In Study 1, participants were primed with the disability stereotype versus with a neutral prime, and then asked to perform on a motor coordination task. In Studies 2 and 3, a third condition was introduced: priming participants with the elderly stereotype. Results indicated that priming participants with the disability stereotype altered their motor performance: they showed decreased manual dexterity and performed slower than the non-primed participants. Priming with the elderly stereotype decreased only performance speed. These findings underline that prime-to-behavior effects may depend on activation of specific stereotype content.

Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement?

Men and women score similarly in most areas of mathematics, but a gap favoring men is consistently found at the high end of performance. One explanation for this gap, stereotype threat, was first proposed by Spencer, Steele, and Quinn (1999) and has received much attention. We discuss merits and shortcomings of this study and review replication attempts. Only 55% of the articles with experimental designs that could have replicated the original results did so. But half of these were confounded by statistical adjustment of preexisting mathematics exam scores. Of the unconfounded experiments, only 30% replicated the original. A meta-analysis of these effects confirmed that only the group of studies with adjusted mathematics scores displayed the stereotype threat effect. We conclude that although stereotype threat may affect some women, the existing state of knowledge does not support the current level of enthusiasm for this as a mechanism underlying the gender gap in mathematics. We argue there are many reasons to close this gap, and that too much weight on the stereotype explanation may hamper research and implementation of effective interventions.

Implicit and explicit interethnic attitudes and ethnic discrimination in hiring

We study effects of explicit and implicit interethnic attitudes on ethnic discrimination in hiring. Unlike explicit attitudes, implicit attitudes are characterised by reduced controllability, awareness or intention. Effects of implicit interethnic attitudes on ethnic discrimination in the labour market remain under-researched. Moreover, previous experiments on the effects of explicit interethnic attitudes on discrimination have important drawbacks. We use data from a laboratory experiment (n=272) consisting of an Implicit Association Test, a questionnaire and a recruitment test in which participants reviewed résumés representing fictitious applicants who varied regarding ethnicity, gender, education and work experience. Participants graded applicants and selected applicants for an interview. Results show that only explicit interethnic attitudes affect discrimination in grades, but both explicit and implicit interethnic attitudes increase discrimination in selection.

Status, race, and money: the impact of racial hierarchy on willingness to pay

A deeply entrenched status hierarchy in the United States classifies African Americans as lower status than Caucasians. Concurrently, African Americans face marketplace discrimination; they are treated as inferior and poor. Because having money and spending money signify status, we explored whether African Americans might elevate their willingness to pay for products in order to fulfill status needs. In Studies 1 and 2, explicit activation of the race concept led some African Americans to pay more than they would otherwise pay and also more than Caucasians. Individual differences in perceived status disadvantage and racial identification moderated this result. In Study 3, when race was salient, an overt status threat (inferior treatment in a purchasing context) similarly led African Americans, but not Caucasians, to pay more than they would otherwise pay. This research illustrates how African Americans whose status is threatened use spending as a way to assert status.

Reducing the Impact of Stereotype Threat on Women's Math Performance: Are Two Strategies Better Than One?

INTRODUCTION: Two studies examined whether stereotype threat impairs women's math performance and whether concurrent threat reduction strategies can be used to offset this effect. METHOD: In Study 1, collegiate men and women (N = 100) watched a video purporting that males and females performed equally well (gender-fair) or males outperformed females (gender differences) on an imminent math test. In Study 2, (N = 44) women viewed the gender differences video, followed by misattribution (cue present, absent) and self-affirmation (present, absent) manipulations, before taking the aforesaid test. RESULTS: In the initial study, women underperformed men on the test after receiving the gender differences video, whereas no gender differences emerged in the gender-fair condition. In Study 2, affirming the self led to better performance than not doing so. Planned contrasts indicated, however, that only women receiving a misattribution cue and self-affirmation opportunity outperformed their counterparts not given these reduction strategies. DISCUSSION: These findings are discussed relative to Stereotype Threat Theory and educational implications are provided.

Distinguishing between the effects of stereotype priming and stereotype threat on math performance

Stereotype threat and stereotype priming have both been shown to impair test performance. Although research suggests threat-based concerns distinguish the experience of threat from priming (Marx & Stapel, 2006), it is not clear whether these psychological phenomena impact performance via similar or distinct mechanisms. The current work demonstrates that priming and threat produce distinctive patterns of performance via different mechanisms. Motivation was found to play a proximal role in the effect of stereotype threat on females’ math performance. Threatened females were motivated to disconfirm the negative stereotype, but performed more poorly because they were more likely than controls to use the incorrect, but prepotent conventional solution approach. Gender-math stereotypes do not incorporate the notion that females are motivated to disconfirm stereotypes. Instead the results are consistent with the argument that participants primed with female gender constructs performed poorly because they withdrew effort.

Does Being Attractive Always Help? Positive and Negative Effects of Attractiveness on Social Decision Making

Previous studies of organizational decision making demonstrate an abundance of positive biases directed toward highly attractive individuals. The current research, in contrast, suggests that when the person being evaluated is of the same sex as the evaluator, attractiveness hurts, rather than helps. Three experiments assessing evaluations of potential job candidates (Studies 1 and 3) and university applicants (Study 2) demonstrated positive biases toward highly attractive other-sex targets but negative biases toward highly attractive same-sex targets. This pattern was mediated by variability in participants’ desire to interact with versus avoid the target individual (Studies 1 and 2) and was moderated by participants’ level of self-esteem (Study 3); the derogation of attractive same-sex targets was not observed among people with high self-esteem. Findings demonstrate an important exception to the positive effects of attractiveness in organizational settings and suggest that negative responses to attractive same-sex targets stem from perceptions of self-threat.