高中生文理分科刻板印象的实验研究

An Experimental Study on the Stereotype of High School Students Expecting to Major in Liberal Arts or Science

采用2×4×2的重复测量的实验设计,探讨了性别是否会引起对于文理分科期望的刻板化加工以及刻板印象的意识性抑制问题,同时验证目前占主导地位的对范畴信息信任的减弱会增强对个体化信息的信赖这一假说。结果表明:(1)性别刻板印象会影响对文理科这种社会范畴的判断;(2)刻板印象比较顽固,较难受到意识性的抑制;(3)与刻板化信息完全相反的个体化信息的作用大于刻板化信息的作用,对刻板化信息的作用产生了一定的抑制,但无法完全抑制;(4)刻板印象与个体化信息的加工通路是平行的,同时它们彼此之间也是相互联系和限制的。

Using the experimental method , this study probed the stereotype＇s consciousness inhibition. We also researched whether gender could cause stereotype＇s process of high school students expecting to major in liberal arts or science, inhibit and even correct this kind of stereotype＇s trend through consciousness. Furthermore, we proved the leading hypothesis that if the trust of social category information decreases, the trust of individual information will increase. The primary material was obtained through two questionnaire investigations： first an open questionnaire; then a cosed questionnaire. The experiment design was 2 × 4 × 2. The result showed： （1） gender stereotype could influence the judgment of such social categories as arts and science. （2） the stereotype effect was deep-rooted and was hardly inhibited by consciousness; （3） the function of individual information, which is opposite to stereotype and is greater than that of stereotype, probably produced some degree of inhibition, but not all; （4） stereotypes parallel the processing of individual information, and they are related to and restricted by each other.