数学-性别刻板印象对女生的威胁效应：场认知风格的调节作用*

心理与行为研究 ›› 2015, Vol. 13 ›› Issue (3): 302-305.

数学-性别刻板印象对女生的威胁效应：场认知风格的调节作用^*

宋淑娟,刘华山,

黄冈师范学院教育科学学院，黄冈 438000;华中师范大学心理学院，武汉 430079

收稿日期:2014-04-30 出版日期:2015-05-20 发布日期:2015-07-03
通讯作者: 刘华山，E-mail: hsliupsycho@263.net。
基金资助:
教育部人文社会科学研究青年基金项目（11YJC190017）。

Threat Effect of Mathematics-Gender Stereotype to Girls: The Moderating moderating effect of Field Cognitive Style

Song Shujuan,Liu Huashan

School Of Education, Huanggang Normal University, Huanggang 438000; School of Psychology, Central China Normal University, Wuhan 430079

Received:2014-04-30 Online:2015-05-20 Published:2015-07-03

摘要/Abstract

摘要： 旨在检验数学-性别刻板印象是否对我国高中女生产生威胁效应，并探讨场认知风格在数学-性别刻板印象威胁效应中是否存在调节作用。研究发现，女生在激活数学-性别刻板印象情境下的工作记忆容量显著低于在非激活情境下的工作记忆容量；认知风格和测验情境之间交互效应显著，场依存个体激活情境下的工作记忆容量显著低于非激活情境下的，场独立个体两种情境下相差不显著。说明数学-性别刻板印象给女生带来了威胁；认知风格调节着数学-性别刻板印象威胁效应的强弱，场依存个体受到的威胁很大，场独立个体几乎不受威胁。

关键词: 数学-性别刻板印象, 刻板印象威胁, 场认知风格, 工作记忆容量。

Abstract: The experiment was designed to inspect whether mathematical gender stereotype bring threat effect to middle school girls or not, and to explore whether there is moderating moderating effect of field cognitive style to the threat effect. The study found that girls’ working memory span in mathematical gender stereotype context was significantly lower than in non mathematical gender stereotype context; a significant interaction effect between the cognitive style and the test context was found. Field dependence individuals’ working memory span in mathematical gender stereotype context was significantly lower than in non mathematical gender stereotype context; field independence individuals’ working memory span didn’t have significant difference between different contexts. The results indicated that the mathematical gender stereotype brings a threat to girls; the cognitive style moderates mathematical gender stereotype threat effect, field dependence individuals encounter serious threat, but field independence individuals encounter few threat.

Key words: mathematical-gender stereotype, stereotype threat, cognitive style, working memory span.

中图分类号:

B849

宋淑娟,刘华山,. 数学-性别刻板印象对女生的威胁效应：场认知风格的调节作用^*[J]. 心理与行为研究, 2015, 13(3): 302-305.

Song Shujuan,Liu Huashan. Threat Effect of Mathematics-Gender Stereotype to Girls: The Moderating moderating effect of Field Cognitive Style[J]. Studies of Psychology and Behavior, 2015, 13(3): 302-305.

参考文献

[1] 蔡华俭, 周颖, 史青海.(2001). 内隐联想测验及其在性别刻板印象研究中的应用. 社会心理研究, 11(4), 6-11.
[2] 陈奕成.(2005). 学科性别刻板印象与学科性别威胁对工作记忆之影响. 硕士学位论文, 台湾佛光人文社会学院.
[3] 李寿欣, 徐增杰, 陈慧媛.(2010). 不同认知方式个体在语篇阅读中抑制外部干扰的眼动研究. 心理学报, 42(5), 539-546.
[4] 刘惠军, 郭德俊, 李宏利, 高培霞.(2006). 成就目标定向、测验焦虑与工作记忆的关系. 心理学报, 38(2), 254-261.
[5] 宋广文, 韩树杰.(2007). 场依存—独立认知方式干扰抑制的比较. 心理与行为研究, 5(2), 100-104.
[6] 孙蕾, 李建伟.(2007). 竞争情境、认知风格对学生运算性程序知识学习迁移的影响. 心理科学, 30( 2), 438 - 440.
[7] 王丽娟, 吴韬, 邱文威, 叶媛, 马薇薇, 李霓.(2010). 青少年基于事件的前瞻记忆: 认知方式和情绪. 心理科学, 33(5), 1244-1247.
[8] 温忠麟, 侯杰泰, 张雷.(2005). 调节效应和中介效应的比较和应用. 心理学报, 37(2), 268-274.
[9] 袭开国.(2007). 大学生认知风格与情绪的关系研究. 中国临床心理学杂志, 15(6), 595-597.
[10] 岳鹏飞, 李寿欣, 白学军.(2012). 不同场认知方式个体完成心理旋转任务时神经效能的差异: 来自皮层慢电位的证据. 心理学探新, 32(6), 531-535.
[11] 张厚粲, 孟庆茂, 郑日昌.(1981). 关于认知方式的实验研究——场依存性特征对学习和图形后效的影响. 心理学报, 3, 299-304.
[12] Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L.(2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12, 385-390.
[13] Beilock, S. L., Rydell, R. J., & McConnell, A. R.(2007). Stereotype threat and working memory: mechanisms, alleviation, and spillover. Journal of Experimental Psychology, 136(2), 256-276.
[14] Li-Fang Zhang.(2002). Thinking Styles and Modes of Thinking: Implications for Education and Research. The Journal of Psychology, 136(3), 245-261.
[15] Marx, D. M., & Stapel, D. A.(2006). Distinguishing stereotype threat from priming effects: On the role of the social self and threat-based concern. Journal of Personality and Social Psychology, 89(2), 243-254.
[16] McGlone, M. S., & Aronson, J.(2006). Stereotype threat, identity salience, and spatial reasoning. Journal of Applied Developmental Psychology, 27(5), 486-493.
[17] Oswald, D. L., & Harvey, R. D.(2003). A Q-methodological study of women’s subjective perspectives on mathematics. Sex Roles, 49, 133-142.
[18] Schmader, T., & John, M.(2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85(3), 440-452.
[19] Shnotz, W., & Bannert, M.(2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141-156.
[20] Smith, J. L., & White, P. H.(2002). An examination of implicitly activated, explicitly activated, and nullified stereotypes on mathematical performance: It’s not just a woman’s issue. Sex Roles, 47, 179-191.
[21] Steele, C. M. & Aronson, J.(1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
[22] Tenenbaum, H. R., & Leaper, C.(2003). Parent-Child conversations about science: the socialization of gender inequities?. Developmental Psychology, 39(1), 34-47.
[23] Witkin, H. A., & Goodenough, D. R.(1977). Field Dependence and Interpersonal Behavior. Psychological Bulletin, 84(4), 661-689.