All flashcards
Flashcard 1: What is the Golem effect in expectancy research?
Answer: Lowered expectations leading to decreased performance. Opposite of Pygmalion effect; negative expectations harm performance.
Flashcard 2: What is stereotype lift (sometimes called stereotype boost) for members of non-stereotyped groups?
Answer: Improved performance when a negative outgroup stereotype is salient. Comparison with stereotyped outgroups boosts confidence and performance.
Flashcard 3: Which concept best fits: a teacher expects low ability, treats a student differently, and the student later performs poorly?
Answer: Self-fulfilling prophecy. Teacher's expectations shape behavior toward student, creating the predicted outcome.
Flashcard 4: Identify the key cognitive mechanism by which stereotype threat can reduce test performance.
Answer: Working memory depletion due to stress, monitoring, and intrusive thoughts. Cognitive resources are consumed by anxiety and self-monitoring instead of task focus.
Flashcard 5: What situational condition must be present for stereotype threat to occur most strongly?
Answer: A relevant negative stereotype and a high-stakes evaluative context. Threat emerges when stereotypes are relevant and performance matters significantly.
Flashcard 6: Which option best indicates stereotype threat is activated: a task described as "diagnostic of ability" or "a non-diagnostic exercise"?
Answer: A task described as diagnostic of ability. Diagnostic framing activates concern about confirming stereotypes.
Flashcard 7: What is the typical emotional/physiological response pattern linked to stereotype threat during evaluation?
Answer: Increased anxiety and physiological arousal during the task. Threat activates stress response, impairing cognitive performance through arousal.
Flashcard 8: What is stereotype threat in the context of performance on evaluative tasks?
Answer: Performance impairment from fear of confirming a negative group stereotype. Occurs when awareness of negative stereotypes creates anxiety that hinders performance.
Flashcard 9: Identify the classic name for expectancy effects in classrooms that can produce self-fulfilling prophecies.
Answer: Pygmalion effect. Named after the mythical sculptor whose expectations transformed his creation.
Flashcard 10: What is stereotype reactance as a response to stereotype threat?
Answer: Improved performance driven by motivation to disconfirm the stereotype. Some individuals respond to threat with increased effort to disprove stereotypes.
Flashcard 11: What is a self-fulfilling prophecy in social psychology?
Answer: A belief that elicits behaviors that make the belief come true. The belief creates expectations that influence behavior, making the belief reality.
Flashcard 12: Identify the most direct cue manipulation to reduce stereotype threat: emphasize group differences or emphasize task fairness and equal ability.
Answer: Emphasize task fairness and equal ability. Fairness framing reduces stereotype salience and associated threat.
Flashcard 13: What is values affirmation as a strategy relevant to reducing stereotype threat effects?
Answer: Brief writing that affirms personal values to buffer threat and stress. Strengthens self-integrity to protect against identity threats.
Flashcard 14: What intervention most directly reduces stereotype threat by changing task framing?
Answer: Presenting the test as non-diagnostic of innate ability. Removes evaluative pressure that activates stereotype concerns.
Flashcard 15: Which concept requires an observer’s expectation shaping another person’s behavior: stereotype threat or self-fulfilling prophecy?
Answer: Self-fulfilling prophecy. Requires interpersonal dynamic where expectations influence target's behavior.
Flashcard 16: Which concept is primarily intrapersonal during testing: stereotype threat or self-fulfilling prophecy?
Answer: Stereotype threat. Individual's internal anxiety response without requiring interpersonal interaction.
Flashcard 17: Identify the term for the target of a self-fulfilling prophecy internalizing the expectation and acting accordingly.
Answer: Internalization of expectations. Target adopts others' expectations as self-concept, fulfilling the prophecy.
Flashcard 18: Which component is essential to a self-fulfilling prophecy: an initial false belief, or only an initial true belief?
Answer: An initial false belief (that becomes true through behavior). Prophecy requires initial inaccuracy that becomes true through behavioral changes.
Flashcard 19: Which concept describes performance changes caused by awareness of a group stereotype: stereotype threat or self-fulfilling prophecy?
Answer: Stereotype threat. Awareness of stereotypes directly impacts performance without interpersonal dynamics.
Flashcard 20: Which sequence best matches a self-fulfilling prophecy: belief → behavior → outcome or outcome → belief → behavior?
Answer: Belief → behavior → outcome. Expectations shape behaviors that produce confirming outcomes.
Flashcard 21: What is stereotype threat in the context of performance on evaluative tasks?
Answer: Performance impairment from fear of confirming a negative group stereotype. Anxiety about confirming stereotypes impairs cognitive resources.
Flashcard 22: Which intervention reduces stereotype threat by attributing stress to normal arousal that can help performance?
Answer: Reappraisal of arousal (stress-as-enhancing) instruction. Reframes physiological arousal as performance-enhancing.
Flashcard 23: Identify the concept: A teacher labels a child as "gifted," provides more attention, and scores rise.
Answer: Pygmalion (Rosenthal) effect. Positive expectations create supportive environments.
Flashcard 24: Identify the mediator: Under stereotype threat, test-takers show intrusive thoughts and reduced capacity.
Answer: Working memory depletion. Intrusive thoughts consume cognitive resources needed for tests.
Flashcard 25: Which option best distinguishes stereotype threat from discrimination: internal pressure or unequal treatment?
Answer: Stereotype threat = internal pressure; discrimination = unequal treatment. Threat is psychological; discrimination is behavioral.
Flashcard 26: Identify the concept: A woman is reminded of gender stereotypes before math testing and scores lower.
Answer: Stereotype threat. Gender salience activates math-anxiety stereotypes.
Flashcard 27: Identify the concept: A supervisor expects low competence, gives less training, and performance declines.
Answer: Self-fulfilling prophecy. Low expectations create conditions that confirm them.
Flashcard 28: What is the typical direction of performance change under stereotype threat for the stereotyped group?
Answer: Performance decreases. Cognitive interference typically impairs test scores.
Flashcard 29: Which intervention is designed to reduce stereotype threat by framing ability as improvable?
Answer: Growth mindset intervention. Emphasizes effort over fixed traits to reduce threat.
Flashcard 30: Which experimental manipulation most directly increases stereotype threat before a test?
Answer: Making group identity salient (for example, asking for race or sex). Demographic questions activate stereotypic associations.