Based on studies by Steele and Aronson that have revealed the phenomenon of stereotype threat in black students, we have tested whether Cambridge undergraduates might suffer from a similar stereotype threat of exceptional intelligence. In this paradigm they would feel the need to perform highly in all kinds of ability tests irrespective of their state anxiety, even if it is known that most people perform worse when experiencing greater anxiety due to a lack of focus. This possibility was investigated by dividing the students - unbeknownst to them - into two groups depending on which kinds of Raven's items - easy or very hard ones - they had to complete immediately prior to a speeded test (the Wechsler Digit Symbol) and a non-speeded test (vocabulary). The different speed conditions were used in order to estimate the effect of state anxiety, since various studies have shown that it might have a negative impact on speeded tests. This experiment has demonstrated that there is no statistically significant difference in the performance on the Wechsler Digit Symbol task as well as on the vocabulary test between the group that was administered the easy Raven's items and the one that was assigned the hard items.
Table of Contents
- Introduction
- Methods
- Subjects
- Materials
- Procedure
- Results
- Discussion
- Conclusion
Objectives and Key Themes
This study aimed to investigate whether Cambridge undergraduates experience a "stereotype threat" or "stereotype boost" related to their perceived exceptional intelligence. The experiment tested if the difficulty of a preliminary Raven's Matrices test impacted performance on subsequent Wechsler Digit Symbol and vocabulary tests. This explored the potential influence of state anxiety on performance, particularly in timed tasks.
- Stereotype threat/boost in high-achieving students
- The impact of state anxiety on test performance
- The influence of experimental design on results
- Analysis of test performance in relation to varying levels of task difficulty
- Limitations of the experimental design and their implications
Chapter Summaries
Introduction: This chapter introduces the concept of stereotype threat, referencing Steele and Aronson's [4] work on its impact on Black students' performance on intelligence tests. The study hypothesizes that Cambridge students, facing a potential "stereotype threat of exceptional intelligence," might experience pressure to perform highly regardless of anxiety levels. It proposes to investigate this by manipulating the difficulty of a preliminary Raven's Matrices test and measuring the impact on subsequent timed and untimed tests. The potential for a "stereotype boost" is also considered, referencing the Pygmalion effect [2].
Methods: This section details the experimental design. Sixty Cambridge undergraduates were divided into two groups: one receiving easy Raven's matrices, the other receiving difficult ones. Materials included two versions of the Raven's test, the Wechsler Digit Symbol test, and a vocabulary test. The procedure involved administering the Raven's test, followed by the Wechsler Digit Symbol test, another Raven's test, and finally the vocabulary test. The experimental setup aimed to induce varying levels of anxiety by strategically positioning participants to see different versions of the Raven's tasks.
Results: This chapter presents the findings of the t-tests conducted to compare the performance of the two groups on both the Wechsler Digit Symbol and vocabulary tests. The null hypothesis (no significant difference in performance between groups) was retained for both tests, indicating no statistically significant effect of the manipulated task difficulty on test performance.
Discussion: This section analyzes the unexpected results. It discusses potential flaws in the experimental design, including the assumption that participants would experience anxiety from observing others working on different tasks and the possibility that high-achieving students might employ different coping strategies (like reviewing prior answers) during waiting periods. It suggests alternative explanations, such as the possibility that Cambridge students might experience stereotype threat in more subtle ways, independent of their peers' actions.
Keywords
Stereotype threat, stereotype boost, Cambridge students, intelligence testing, Raven's Matrices, Wechsler Digit Symbol test, state anxiety, experimental design, high-achievers, Pygmalion effect, test performance.
Frequently Asked Questions: A Study on Stereotype Threat and Boost in Cambridge Undergraduates
What is the main focus of this study?
This study investigates whether Cambridge undergraduates experience a "stereotype threat" or "stereotype boost" related to their perceived exceptional intelligence. It examines if the difficulty of a preliminary test impacts performance on subsequent tests, exploring the influence of state anxiety on performance, particularly in timed tasks.
What were the key themes explored in the research?
The study explored stereotype threat/boost in high-achieving students, the impact of state anxiety on test performance, the influence of experimental design on results, analysis of test performance related to varying task difficulty, and limitations of the experimental design.
What methodology was used in the study?
Sixty Cambridge undergraduates were divided into two groups receiving either easy or difficult Raven's Matrices tests. Participants then completed Wechsler Digit Symbol and vocabulary tests. The experimental setup aimed to induce varying levels of anxiety by strategically varying the difficulty of the initial task observed by other participants. T-tests were used to compare the performance of the two groups.
What tests were administered to the participants?
Participants completed two versions of the Raven's Matrices test, the Wechsler Digit Symbol test, and a vocabulary test.
What were the key findings of the study?
The null hypothesis (no significant difference in performance between groups) was retained for both the Wechsler Digit Symbol and vocabulary tests. The manipulated task difficulty did not significantly impact test performance.
What are the potential explanations for the unexpected results?
The study discusses potential flaws in the experimental design, such as the assumption that participants would experience anxiety from observing others' work and the possibility that high-achieving students use different coping mechanisms during waiting periods. It also suggests that Cambridge students might experience stereotype threat in more subtle ways, independent of their peers' actions.
What are the limitations of the study?
The study acknowledges limitations in its experimental design, including the assumptions made about the impact of observing others' work and the potential for diverse coping mechanisms among high-achieving students. The lack of significant findings suggests a need for further investigation into the nuances of stereotype threat in this specific population.
What are the key words associated with this research?
Stereotype threat, stereotype boost, Cambridge students, intelligence testing, Raven's Matrices, Wechsler Digit Symbol test, state anxiety, experimental design, high-achievers, Pygmalion effect, test performance.
What is the overall conclusion of the study?
The study did not find evidence of a significant impact of manipulated task difficulty on subsequent test performance. The unexpected results highlight the complexity of stereotype threat and suggest a need for further investigation into the subtle ways it may manifest in high-achieving student populations.
- Quote paper
- Laura Imperatori (Author), 2014, IQ Testing. Stereotype Threat or Boost in Cambridge Students?, Munich, GRIN Verlag, https://www.grin.com/document/276481
