Do Gender-Related Stereotypes Affect Spatial Performance? Exploring When, How and to Whom Using a Chronometric Two-Choice Mental Rotation Task
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Otros documentos de la autoría: Sanchis-Segura, Carla; Aguirre, Naiara; Cruz Gómez, Álvaro Javier; Solozano Belenguer, Noemí; Forn, Cristina
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Título
Do Gender-Related Stereotypes Affect Spatial Performance? Exploring When, How and to Whom Using a Chronometric Two-Choice Mental Rotation TaskAutoría
Fecha de publicación
2018-07-24Editor
Frontiers MediaCita bibliográfica
SANCHIS SEGURA, C.; AGUIRRE VIDAL, Naiara; CRUZ GÓMEZ, Álvaro Javier; SOLOZANO BELENGUER, Noemí; FORN, Cristina (2018). Do Gender-Related Stereotypes Affect Spatial Performance? Exploring When, How and to Whom Using a Chronometric Two-Choice Mental Rotation Task. Frontiers in Psychology, v. 9Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01261/fullVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
It is a common belief that males have superior visuospatial abilities and that differences
in this and other cognitive domains (e.g., math) contribute to the reduced interest and
low representation of girls and women ... [+]
It is a common belief that males have superior visuospatial abilities and that differences
in this and other cognitive domains (e.g., math) contribute to the reduced interest and
low representation of girls and women in STEM education and professions. However,
previous studies show that gender-related implicit associations and explicit beliefs,
as well as situational variables, might affect cognitive performance in those gender-
stereotyped domains and produce between-gender spurious differences. Therefore,
the present study aimed to provide information on when, how and who might be
affected by the situational reactivation of stereotypic gender-science beliefs/associations
while performing a 3D mental rotation chronometric task (3DMRT). More specifically,
we assessed the explicit beliefs and implicit associations (by the Implicit Association
Test) held by female and male students of humanities and STEM majors and compared
their performance in a 3DMRT after receiving stereotype- congruent, incongruent and
nullifying experimental instructions. Our results show that implicit stereotypic gender-
science associations correlate with 3DMRT performance in both females and males,
but that inter-gender differences emerge only under stereotype-reactivating conditions.
We also found that changes in self-confidence mediate these instructions’ effects and
that academic specialization moderates them, hence promoting 3DMRT performance
differences between male and female humanities, but not STEM, students. Taken
together, these observations suggest that the common statement “males have superior
mental rotation abilities” simplifies a much more complex reality and might promote
stereotypes which, in turn, might induce artefactual performance differences between
females and males in such tasks. [-]
Publicado en
Frontiers in Psychology (2018), v. 9Proyecto de investigación
1) Grant P1-1B2014-15 provided by Universitat Jaume I ; 2) PSI2015-67285-R provided by Ministerio de Educación, Cultura y Deporte ; 3) Grant UJI B2017- 05Derechos de acceso
info:eu-repo/semantics/openAccess
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