Stereotype threat impairs the feeling of learning
department or school: Arts, Faculty of
department or school: Psychology, Department of
data provider: DSpace
degree campus: UBCV
creator: Hall, William
issued: 2012-08-20T19:08:17Z
issued: 2012
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: The present study examined stereotype threat impairments on stigmatized learners’ ability to develop conscious awareness of what they have learned, even when learning has taken place. To test this, participants completed a task where learning is initially implicit but the “feeling of learning” develops with greater experience. Participants were female undergraduates who completed an implicit category learning task under threat or control conditions. Across 192 trials, participants made a category choice, rated their confidence in the choice, and received feedback. Although participants in both conditions showed equivalent levels of implicit learning, those under threat were delayed in becoming confident that learning had taken place. This inaccurate awareness of learning had consequences for post-task perceptions of performance and judgments of ability on future tasks. Discussion centers on the role of stereotype threat in hindering awareness of one’s abilities and the impact that might have on decision-making and motivation.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/42978
note: STEREOTYPE THREAT IMPAIRS THE FEELING OF LEARNING by William Hall B.A., University of Waterloo, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2012 © William Hall, 2012 ii Abstract The present study examined stereotype threat impairments on stigmatized learners’ ability to develop conscious awareness of what they have learned, even when learning has taken place. To test this, participants completed a task where learning is initially implicit but the “feeling of learning” develops with greater experience. Participants were female undergraduates who completed an implicit category learning task under threat or control conditions. Across 192 trials, participants made a category choice, rated their confidence in the choice, and received feedback. Although participants in both conditions showed equivalent levels of implicit learning, those under threat were delayed in becoming confident that learning had taken place. This inaccurate awareness of learning had consequences for post-task perceptions of performance and judgments of ability on future tasks. Discussion centers on the role of stereotype threat in hindering awareness of one’s abilities and the impact that might have on decision-making and motivation. iii Preface This research was conducted with the permission of the University of British Columbia Office of Research Studies Behavioural Research Ethics Board, certificate number H10- 00896. iv Table of contents Abstract ...........................................................................................................................ii Preface .......................................................................................................................... iii Table of contents……………………………………………………………………….....iv Acknowledgements .......................................................................…
has type: Thesis/Dissertation
date issued: 2012-11
is shown at: 10.14288/1.0073021
language: eng
degree discipline: Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/42978