Skip to search
Skip to main content
Catalog
Help
Feedback
Your Account
Library Account
Bookmarks
(
0
)
Search History
Search in
Keyword
Title (keyword)
Author (keyword)
Subject (keyword)
Title starts with
Subject (browse)
Author (browse)
Author (sorted by title)
Call number (browse)
search for
Search
Advanced Search
Bookmarks
(
0
)
Princeton University Library Catalog
Start over
Send
to
SMS
Email
Printer
Bookmark
The Varying Effects of Stereotype Threat, Lift, and Priming on Cognitive Performance
Author/Artist
Daker, Richard
[Browse]
Format
Senior thesis
Language
English
Description
68 pages
Availability
Available Online
Full text:
DataSpace
Details
Advisor(s)
Conway, Andrew
[Browse]
Contributor(s)
Kastner, Sabine
[Browse]
Department
Princeton University. Department of Psychology
[Browse]
Class year
2015
Summary note
Performance on tests, especially standardized tests, plays a major role in shaping educational and life outcomes. The present research builds on the stereotype threat, stereotype lift, and stereotype priming literatures to work towards a better understanding of how stereotypes affect cognitive performance. While many researchers have assumed that explicit stereotype-induced shifts in cognitive performance, like stereotype threat and stereotype lift, and implicit stereotype-induced shifts in performance, like stereotype priming, are just different versions of the same effect, the two experiments reported on here suggest that they operate through different mechanisms. Our results also suggest that the effects on performance of both explicit and implicit stereotype activation are dependent on the social identity of the individual. We discuss our findings in the context of previous research on this topic. Keywords: stereotype threat, stereotype lift, stereotype priming, cognitive performance, working memory
Statement on language in description
Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage.
Read more...
Ask a Question
Suggest a Correction
Report Harmful Language
Supplementary Information