Stereotype Threat Effect on Mental Rotation

Taylor Andrews

Hunter College

 

Abstract (150-200)

In this experiment we run a mental rotation test which is a … to record results on the introduction of our three stereotype threats onto the test participants in our study. The stereotype threat being an independent factor to which presents a….The reason for this research is to determine if these stereotype threats have an influence in this case on female college student performance on a mental rotation test. We conduct the mental rotation test with the introduction of a stereotype threats stereotype, neutral and boost condition to see if these can directly affect the female participant’s results on the test whether it increases, decreases or has no effect on their performance. The procedures follow with the recruiting and testing of female students on their recognition of two separate geometric figures displayed side by side in differing positions on a screen where they are debriefed to distinguish whether the two images are the same or mirrored. The ability discussed is the participant’s capability to accurately determine if the images are the same or mirrored with the influence of the stereotype threat conditions on the tested group. We see

Reultshorthand:

 

Stereotype Threats Effect on Mental Rotation

The human mind can recognize whether two images being displayed are depicting the same image or two different images regardless of the objects displayed orientation. The experiment we run is a simulation to test the mental rotation process with the inclusion of stereotype threat conditions given to participants. This is done to help us determine if the stereotype threat conditions have any effect on individual performance within the mental rotation simulation. This being important data to record because we get some concrete results on the effects of stereotype threats on the behavior of an individual or in this case the result accuracy performance of female students on image recognition and distinguishing test. From this concept of the minds instant recognition and ability to distinguish two images as either the same or mirrored we setup a design that can either increase or decrease participants performance due to the idea of a suggested stereotype. We implicate the theory of stereotype threat into the design to determine if there is an effect on the function of the mental rotation by an introduction stereotype threats conditions.

(5 sources)… Doyle, R. A., & Voyer, D. (2016)

Martens, A., Johns, M., & Greenberg, J. (2005, July 07)

Moè, A. (2018, June 1)

Schmader, T. (2010).

Tempel, T., & Neumann, R. (2016).

METHODS

Participants

This is a connivance sampling experiment ran for our study. Each individual selected for the test was as specified in the studies framework to be a female Hunter student. Each research group was to recruit 6 participants for each stereotype threat condition with a neutral stereotype size of 16 (n= 16), stereotype boost size of 16 (n= 16), and a stereotype threat size of 17 (n= 17); we had one extra participants recorded data so we end up with one more stereotype condition in comparison to the other threat conditions. In all we manage to collect data on N= 49 female Hunter college students.

Materials

Within our experiment we utilize the program Super Lab to conduct the mental rotation test. This test used to generate data results on each individual females performance within mental rotation after receiving their specified prompt stereotype threat. The Super Lab program randomizes the test images displayed so there is no false data recorded.  We also utilize our consent forms in the experiment which breakdown for each participant in the procedure what it is they will be expected to do and what they are consenting too. As well as displaying the stereotype conditions within the form to introduce the concept of the stereotype into their subconscious prior to test. We utilize incentives of donut munchkins to give to our participants that came to participate in our experiment.

Procedure

This research study aims to determine if there is a direct effect of our three stereotype threat conditions on our participant’s performance on the mental rotation test. The three conditions referred to are the set condition stated to each participant prior to taking the test. The conditions described are, stereotype threat (ST) which states that “women typically perform worse than men on this task”, stereotype boost (SB) stating “ woman typically perform better than men”, and stereotype neutral (SN) stating an equal performance between both sex groups on the task.  This test they will take was designed on the online program Super Lab, a test which displays two images of geometric figures that appear in different positions on a screen at the same time, side by side. The participant is then prompted to click key S on the keyboard if the two images are the same or to click key K if the two images are mirror images.

To start this experiment we went out and recruited specifically female Hunter college students to participate. We obtained a population of 49 students and broke them up into three groups to test out the three conditions. Each participant signed a consent form which stated the framework of the experiment being conducted, notified them of there being no risks or harm factor, restated their ability to withdraw from experiment at any time and notified them that all the data recorded will remain anonymous. Participants are brought into a lab room which contains one computer monitor, consent forms, three chairs and one researcher who serves as proctor to debrief them on what they are expected to do for the test. The participants are given their stereotype threat condition once settling into lab room, all prior to the testing task commencement. After the conditions are given, the participant begins the test while the researcher remains in the room sitting next to participant awaiting their termination of test. Researchers are not to assist, talk or influence participant in this time; they are to remain silent during testing task and keep a neutral tone prior and after the test when speaking to each individual.

Once the participant has completed the mental rotation test, and has received their score the researcher in the room must inform the participant of the true nature of this experiment. Immediately researcher’s reveal that the statements they made prior to the test on performance of female students in comparison to males (ST, SB, and SN) are just conditions designed to influence the behavior and performance of all the female students that participated in the experiment. The initial prompt told to the participants was focused around for us our three stereotype threat conditions influence on performance but for the participant focused around completing the task to the best of their ability. The participant thinks they are just being tested to see how accurately they can distinguish the same images from a mirrored image. Through our second debrief after the test it becomes clear to the participants that the statements were our stereotype threat conditions which we explain to only be strictly influential factors to behavior and indirectly affect their performance.

RESULTS

The results recorded in our experiment illustrate the effects of the stereotype threat on the mental rotation results. The independent variables for this experiment that are introduced prior to the participants test are the stereotype threat Stereotype (ST), Boost (SB), and Neutral stereotype (SN) statements. The dependent variable was represented in the results recorded from the test in each participant’s accuracy of correct responses on test. We used a one-way ANOVA analysis to observe the variance between each stereotype statement group, and we compare each to one another. From data displayed we can assume that there is some variation between each statement but in analysis of the ANOVA we observe no significance F(2,48)= 4.357, p=0.018 NS (M=22.88, SD= 3.52), SB (M=20.38, SD= 3.9), ST (M+18.35, SD=5.47)

From data recorded we can see that there is an effect on two of the conditions listed, ST and NS. The neutral and the stereotype are the only one that shows significance within the data as we see in our … in Table 2. The results mean that there is no stereotype; the participants did their best to score a higher score. Those who were told the negative stereotype also performed high because they wanted to score better than men did in the test. While those who had the positive boost did not really care because they thought they would get a good score regardless.

Table 1

Means and standard deviation of stereotype conditions as a function in female college students.

Inventory Score
Condition	N	M	SD
Neutral Stereotype	16	22.88	3.52
Stereotype Boost	16	20.38	3.90
Stereotype Threat	17	18.35	5.47
Total	49	20.49	4.70

 

Note. The maximum score is 49.

Table 2

One-Way Analysis of Variance in Female College Students

 

Source	Df	SS	MS	F	P
Between Groups	3	168.863	84.431	4.357	.018
Within Groups	46	891.382	19.378
Total	49	21632

 

Discussion/ conclusion

Boost no significant effect, st and

 

References

Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Retrieved October 26, 2018, from file:///C:/Users/Danielle/Downloads/stereotype manipulation (1).pdf

Martens, A., Johns, M., & Greenberg, J. (2005, July 07). Combating stereotype threat: The effect of self-affirmation on women’s intellectual performance. Retrieved October 26, 2018, from https://www.sciencedirect.com/science/article/pii/S0022103105000545

Moè, A. (2018, June 1). Efects of Group Gender Composition on Mental Rotation Test Performance in Women. Retrieved October 26, 2018, from https://link-springer-com.proxy.wexler.hunter.cuny.edu/content/pdf/10.1007/s10508-018-1245-0.pdf

Schmader, T. (2010). Stereotype Threat Deconstructed. Retrieved October 26, 2018, from https://www-jstor-org.proxy.wexler.hunter.cuny.edu/stable/pdf/41038531.pdf?refreqid=excelsior:0952ef0e2f98ebc2de74f7227b24af84

Tempel, T., & Neumann, R. (2016). Gender Role Orientation Moderates Effects of Stereotype Activation on Test Performances. Retrieved October 26, 2018, from file:///C:/Users/Danielle/Downloads/ContentServer.pdf