大学生内隐性别杰出刻板印象及其对人物评价的影响
The Implicit Gender-Brilliance Stereotype in College Students and Its Influence on Impression Evaluation
摘要: 人们普遍认为在高才能领域男性比女性更有优势，这一现象反应了性别杰出刻板印象的存在。为了探索大学生的内隐性别杰出刻板印象及其对人物评价的影响，本文实验1采用Go/No Go联结测验考察大学生的内隐性别杰出刻板印象。实验2基于社会认知“大二”模型，采用内隐关系评估程序和鼠标追踪技术相结合的方法探究性别杰出刻板印象在热情和能力维度对人物评价的影响。结果发现：1) 大学生无论男女在内隐层面均存在性别杰出刻板印象；2) 性别杰出刻板印象影响个体对他人的评价，在与性别杰出刻板印象一致时人们偏好男性低热情女性高能力的评价，在不一致时则偏好男性低能力女性高热情评价。
Abstract: It is generally accepted that men have advantages over women in the field of high brilliance. The phenomenon reflects the existence of gender-brilliance stereotype. In order to explore the implicit gender-brilliance stereotype of college students and their influence on impression evaluation, Ex-periment 1 uses the Go/No Go Association Task to investigate the gender-brilliance stereotype of college students. Experiment 2 explores the influence of gender-brilliance stereotypes in the com-petence and warmth on impression evaluation using the combination of Implicit Relationship As-sessment Procedure and Mouse Tracker. The results find that: 1) There are implict gen-der-brilliance stereotype in both male and female college students; 2) Gender-brilliance stereotype affects impression evaluation of others, people prefer the evaluation of low warmth of men and high competence of women in the case of consistent gender-brilliance stereotype and prefer low compe-tence of men and high warmth of women under inconsistent gender-brilliance stereotype.
文章引用：亓姝然 (2024). 大学生内隐性别杰出刻板印象及其对人物评价的影响. 心理学进展, 14(2), 1005-1018. https://doi.org/10.12677/AP.2024.142124

参考文献

[1] 甘烨彤, 方圣杰, 韩尚锋, 王秀娟, 刘燊, 杨亚平, 张林(2021). 社会层级的内隐刻板印象: 权力与地位的不同作用. 心理科学, 44(1), 118-125.[CrossRef] 
[2] 管健, 程婕婷(2011). 刻板印象内容模型的确认、测量及卷入的影响. 中国临床心理学杂志, 19(2), 184-188.
[3] 姜新华, 杨峰, 李秀丽, 王美芳(2016). 8-13岁儿童关于能力与热情的内隐性别刻板印象. 中国临床心理学杂志, 24(4), 613-617.[CrossRef] 
[4] 马芳, 梁宁建(2006). 内隐数学-性别刻板印象的SEB研究. 心理科学, 29(5), 1116-1118.[CrossRef] 
[5] 马芳, 梁宁建(2008). 数学性别刻板印象的内隐联想测验研究. 心理科学, 31(1), 35-39.[CrossRef] 
[6] 王沛(1999). 刻板印象的社会认知研究述论. 心理科学, 22(4), 342-345.[CrossRef] 
[7] 韦庆旺, 李木子, 陈晓晨(2018). 社会阶层与社会知觉: 热情和能力哪个更重要? 心理学报, 50(2), 243-252.[CrossRef] 
[8] 杨亚平, 徐强, 朱婷婷, 郑旭涛, 董晓晔, 陈庆伟(2019). 不同热情-能力社会群体刻板印象激活效应的行为模式: 基于刻板印象内容模型. 心理学报, 51(10), 1143-1156.[CrossRef] 
[9] 叶浩生(1992). 论班图拉观察学习理论的历史意义. 心理科学, 4(10), 43-45.[CrossRef] 
[10] 佐斌, 代涛涛, 温芳芳, 索玉贤(2015). 社会认知内容的“大二”模型. 心理学报, 38(4), 1019-1023.[CrossRef] 
[11] 佐斌, 戴月娥, 温芳芳, 高佳, 谢志杰, 何赛飞(2021). 人如其食: 食物性别刻板印象及对人物评价的影响. 心理学报, 53(2), 1-14.[CrossRef] 
[12] 佐斌, 刘晅(2006). 基于IAT和SEB的内隐性别刻板印象研究. 心理发展与教育, 22(4), 57-63.[CrossRef] 
[13] 佐斌, 温芳芳, 吴漾, 代涛涛(2018). 群际评价中热情与能力关系的情境演变: 评价意图与结果的作用. 心理学报, 50(10), 1180-1196.[CrossRef] 
[14] 佐斌, 张阳阳, 赵菊, 王娟(2006). 刻板印象内容模型: 理论假设及研究. 心理科学进展, 14(1), 138-145.[CrossRef] 
[15] Abele, A. E., & Wojciszke, B. (2007). Agency and Com-munion from the Perspective of Self versus Others. Journal of Personality and Social Psychology, 93, 751-763.[CrossRef] [PubMed]
[16] Abele, A. E., & Wojciszke, B. (2014). Communal and Agentic Con-tent in Social Cognition: A Dual Perspective Model. Advances in Experimental Social Psychology, 50, 195-255.[CrossRef] 
[17] Asch, S. E. (1946). Forming Impression of Personality. Journal of Abnormal and Social Psychology, 41, 258-290.[CrossRef] [PubMed]
[18] Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender Stereotypes about Intel-lectual Ability Emerge Early and Influence Children’s Interests. Science, 355, 389-391.[CrossRef] [PubMed]
[19] Bian, L., Leslie, S. J., & Cimpian, A. (2018a). Evidence of Bias against Girls and women in Contexts That Emphasize Intellectual Ability. American Psychologist, 73, 1139-1153.[CrossRef] [PubMed]
[20] Bian, L., Leslie, S. J., Murphy, M. C., & Cimpian, A. (2018b). Messages about Brilliance Undermine Women’s Interest in Educational and Professional Opportunities. Journal of Experimental Social Psychology, 76, 404-420.[CrossRef] 
[21] Cambon, L., & Yzerbyt, V. Y. (2018). Two Routes toward Compensa-tion: An Investigation into the Mechanisms of Compensation for High- and Low-Status Groups. Journal of Experimental Social Psychology, 77, 24-35.[CrossRef] 
[22] Carnes, M., Devine, P. G., Baier Manwell, L., Byars-Winston, A., Fi-ne, E., Ford, C. E. et al. (2015). The Effect of An Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial. Academic Medicine, 90, 221-230.[CrossRef] 
[23] Cimpian, A., & Leslie, S. J. (2015). Response to Comment on “Expectations of Brilliance Underlie Gender Distributions across Academic Disciplines”. Science, 349, 391.[CrossRef] [PubMed]
[24] Cimpian, A., & Leslie, S. J. (2017). The Brilliance Trap: How A Mis-placed Emphasis on Genius Subtly Discourages Women and African-Americans from Certain Academic Fields. Scientific American, 317, 60-65.[CrossRef] [PubMed]
[25] Colom, R., & Garcia-Lopez, O. (2002). Sex Differences in Fluid Intelligence among High School Graduates. Personality and Individual Differences, 32, 445-451.[CrossRef] 
[26] Cuddy, A. J., Fiske, S. T., Kwan, V. S., Glick, P., Demoulin, S., Leyens, J. P. et al. (2009). Stereotype Content Model across Cultures: Towards Universal Similarities and Some Differences. British Journal of Social Psychology, 48, 1-33.[CrossRef] 
[27] Devine, P. G., Forscher, P. S., Cox, W., Kaatz, A., Sheridan, J., & Carnes, M. (2017). A Gender Bias Habit-Breaking Intervention Led to Increased Hiring of Female Faculty in STEMM De-partments. Journal of Experimental Social Psychology, 73, 211-215.[CrossRef] [PubMed]
[28] Drake, C. E., Primeaux, S., & Thomas, J. (2018). Comparing Implicit Gender Stereotypes between Women and Men with the Implicit Relational Assessment Procedure. Gender Issues, 35, 3-20.[CrossRef] 
[29] Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2019). Gender Stereotypes Have Changed: A Cross-Temporal Meta-Analysis of U. S. Public Opinion Polls from 1946 to 2018. American Psychologist, 75, 301-315.[CrossRef] [PubMed]
[30] Elena, C. A., Rosa, R. B., Bruce, M., & Juan, L. E. (2012). Social Categorie as a Context for the Allocation of Attentional Control. Journal of Experimental Psychology: General, 142, 934-943.[CrossRef] [PubMed]
[31] Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A Flexible Statistical Power Analysis Program for the Social, Behavioral, and Biomedical Sciences. Behavior Research Meth-ods, 39, 175-191.[CrossRef] 
[32] Fiske, S. T. (2018). Stereotype Content: Warmth and Competence Endure. Current Directions in Psychological Science, 27, 67-73.[CrossRef] [PubMed]
[33] Fiske, S. T., Cuddy, A. J. C., & Glick, P. (2007). Universal Dimensions of Social Cognition: Warmth and Competence. Trends in Cogni-tive Sciences, 11, 77-83.[CrossRef] [PubMed]
[34] Fiske, S. T., Cuddy, A. J., Glick, P., & Xu, J. (2002). A Model of (Often Mixed) Stereotype Content: Competence and Warmth Respectively Follow from Perceived Status and Competition. Journal of Personality and Social Psychology, 82, 878-902.[CrossRef] [PubMed]
[35] Fiske, S. T., Xu, J., Cuddy, A. C., & Glick, P. (1999). (Dis)Respecting versus (Dis)Liking: Status and Interdependence Predict Ambivalent Stereotypes of Competence and Warmth. Journal of Social Issues, 55, 473-489.[CrossRef] 
[36] Flore, P. C., Mulder, J., & Wicherts, J. M. (2018). The Influence of Gende Stereotype Threat on Mathematics Test Scores of Dutch High School Students: A Registered Report. Comprehensive Results in Social Psychology, 3, 140-174.[CrossRef] 
[37] Freeman, J. B., & Ambady, N. (2010). Mouse Tracker: Soft-ware for Studying Real-Time Mental Processing Using a Computer Mouse-Tracking Method. Behavior Research Methods, 42, 226-241.[CrossRef] 
[38] Greenwald, A. G., & Banaji, M. R. (1995). Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes. Psychological Review, 102, 4-27.[CrossRef] 
[39] Hamilton, D. L., & Trolier, T. K. (1986). Stereotypes and Stereotyp-ing: An Overview of the Cognitive Approach. Prejudice, Discrimination, and Racism, 15, 127-163.
[40] Hewstone, M., & Hamberger, J. (2000). Perceived Variability and Stereotype Change. Journal of Experimental Social Psychology, 36, 103-124.[CrossRef] 
[41] Jaxon, J., Lei, R. F., Shachnai, R., Chestnut, E. K., & Cimpian, A. (2019). The Acquisition of Gender Stereotypes about Intellectual Ability: Intersections with Race. Journal of Social Is-sues, 75, 1192-2015.[CrossRef] 
[42] Koenig, A. M., & Eagly, A. H. (2014). Evidence for the Social Role Theory of Stereotype Content: Observations of Groups’ Roles Shape Stereotypes. Journal of Personality and Social Psychology, 107, 371-392.[CrossRef] [PubMed]
[43] Lauer, J. E., Yhang, E., & Lourenco, S. F. (2019). The Development of Gender Differences in Spatial Reasoning: A Meta-Analytic Review. Psychological Bulletin, 145, 537-565.[CrossRef] [PubMed]
[44] Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Ex-pectations of Brilliance Underlie Gender Distributions across Academic Disciplines. Science, 347, 262-265.[CrossRef] [PubMed]
[45] Lippmann, W. (1922). Public Opinion. MacMillan Co.
[46] Macrae, C. N., & Bodenhausen, G. V. (2001). Social Cognition: Categorical Person Perception. British Journal of Psychology, 92, 239-255.[CrossRef] [PubMed]
[47] Meyer, M., Cimpian, A., & Leslie, S. J. (2015). Women Are Underrepresented in Fields Where Success Is Believed to Require Brilliance. Frontiers in Psychology, 6, Article 235.[CrossRef] [PubMed]
[48] Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women’s Represen-tation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations. Journal of Educational Psychol-ogy, 107, 631-644.[CrossRef] 
[49] Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science Faculty’s Subtle Gender Biases Favor Male Students. Proceedings of the National Academy of Sciences of the United States of America, 109, 16474-16479.[CrossRef] [PubMed]
[50] Nosek, B. A., & Banaji, M. R. (2001). The Go/No-Go Association Task. Social Cognition, 19, 625-664.[CrossRef] 
[51] Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math = Male, Me = Female, Therefore Math ≠ Me. Journal of Personality and Social Psychology, 83, 44-59.[CrossRef] [PubMed]
[52] Okahana, H., & Zhou, E. (2018). Graduate Enrollment and Degrees: 2007 to 2017. Council of Graduate Schools.
[53] Rivera, L. A., & Tilcsik, A. (2019). Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation. American Sociological Review, 84, 248-274.[CrossRef] 
[54] Rosenberg, S., Nelson, C., & Vivekananthan, P. S. (1968). A Multi-dimensional Approach to the Structure of Personality Impressions. Journal of Personality and Social Psychology, 9, 283-294.[CrossRef] [PubMed]
[55] Rudman, L. A., & Kilianski, S. E. (2000). Implicit and Explicit Atti-tudes toward Female Authority. Personality & Social Psychology Bulletin, 26, 1315-1328.[CrossRef] 
[56] Storage, D., Charlesworth, T. E. S., Banaji, M. R., & Cimpian, A. (2020). Adults and Children Implicitly Associate Brilliance with Men More than Women. Journal of Experimental Social Psychology, 90, Article 104020.[CrossRef] 
[57] Wu, S. J., Bai, X., & Fiske, S. T. (2018). Admired Rich Or Resented Rich? How Two Cultures Vary in Envy. Journal of Cross-Cultural Psychology, 49, 1114-1143.[CrossRef]