相关实验视频
Updated: Jul 20, 2025

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Measuring Attentional Biases for Threat in Children and Adults
Published on: October 19, 2014
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一个成长思维框架增加了选择阅读关于偏见的信息.
Mary C Kern1, Aneeta Rattan2, Dolly Chugh3
1Baruch College - City University of New York, New York, NY, USA.
Personality & social psychology bulletin
|July 31, 2023
概括
采用关于偏见的成长思维方式鼓励人们更多地阅读关于刻板印象和隐含偏见的文章. 这种方法通过将学习视为挑战来促进对多样性和反偏见教育的参与.
科学领域:
- 社会心理学 社会心理学
- 多样性科学多样性科学
- 教育心理学教育心理学
背景情况:
- 自主学习对于多样性和反偏见倡议至关重要.
- 了解促进与偏见信息互动的条件至关重要.
研究的目的:
- 确定个人选择阅读关于偏见和刻板印象的条件.
- 探索思维架构在促进与多样性科学接触方面的作用.
主要方法:
- 进行了一项元分析 (N=1,122) 和两个预先注册的实验 (N=1,717).
- 参与者被随机分配来阅读关于偏见的成长或固定心态框架.
- 通过参与者对学习任务的构建来研究机制.
主要成果:
- 增长思维框架显著增加了参与者选择阅读关于刻板印象和隐含偏见的比例.
- 这种效应是由个人通过将信息解释为挑战而不是威胁来调解的.
- 这些发现在所有研究和元分析中都是一致的.
结论:
- 使用成长思维模式框架偏见教育可以有效地促进对多样性和反偏见学习的参与.
- 利用挑战构造机制可以增强对刻板印象和隐含偏见的信息的吸收.
- 这项研究为寻求促进自我指导学习的多样性和反偏见倡导者提供了实际见解.
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