Investigating low intelligence stereotype threat in adults with developmental dyslexia

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2024-04-30 DOI:10.1002/dys.1766
Barbara Piotrowska, John Barratt
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Abstract

Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.

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调查发育性阅读障碍成人的低智力刻板印象威胁
刻板印象威胁(ST)是一种会导致考试成绩下降的现象,当一个人面对基于刻板印象的群体成员身份而被评判的额外压力时,就会出现这种现象。ST 效应以前在许多情况下都进行过调查,但没有在有阅读障碍的人身上进行过调查,因为他们往往被刻板地认为智力较低。智力测试在工作选拔过程中的普遍使用,以及有阅读障碍者与无阅读障碍者之间的就业差距,都需要进行这项调查。63名参与者(30名有阅读障碍,33名无阅读障碍;平均年龄=33.7;SD=13.7;47名女性,13名男性,3名非二元)被要求完成通常在选拔过程中使用的智力测验。所有参与者都被随机分配到三种测试指导条件之一:(1)他们被告知测试是对其智力的诊断(ST 触发指导);(2)测试是对其解决问题能力的测量(降低威胁);(3)或者他们只是被要求参加测试(对照)。结果表明,在 ST 条件下,有阅读障碍的参与者的表现比其他条件下的参与者和相同条件下没有阅读障碍的参与者差。这项研究提供了初步证据,证明ST对阅读障碍患者的影响会减弱。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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