The in-depth section of Chapter 11 examines the effect of stereotype threat on problem solving. Which of the following students provides the most accurate information about an important mechanism for stereotype threat?
a. Kirsten: When people are in a threatening situation, they try to act in a counter-stereotypical fashion.
b. Liam: Stereotype threat seems to reduce the capacity of working memory.
c. Treena: Stereotype threat seems to increase the use of the hill-climbing heuristic.
d. Scott: Stereotype threat seems to change problem-solving strategies, so that people are more likely to attend to the structural similarities of problems.
Question 2
Chapter 11 discusses the effects of ethnic and gender stereotypes on a test that measures math problem-solving ability. This research shows that
a. Asian women perform relatively well if their ethnicity is emphasized before they begin the math test.
b. Asian women perform relatively well if their gender is emphasized before they begin the math test.
c. European American women are not aware of stereotypes, and so they perform better than Asian women.
d. There were no ethnic or gender differences in this study, showing that stereotypes in these two areas are no longer relevant in math problem solving.
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