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      How feelings of stereotype threat influence older adults' memory performance.

      Experimental aging research
      Adolescent, Adult, Aged, Aging, physiology, psychology, Anxiety, complications, Emotions, Female, Geriatric Assessment, Humans, Male, Memory Disorders, diagnosis, epidemiology, Middle Aged, Neuropsychological Tests, Probability, Prognosis, Reaction Time, Sampling Studies, Sensitivity and Specificity, Severity of Illness Index, Task Performance and Analysis

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          Abstract

          The purpose of the present research was to explore the role of stereotype threat as a mediator of older people's memory performance under different instructional sets. In three studies, younger and older participants completed a memory test that was either framed as a memorization or as an impression formation task. Across these studies, memory performance was greater for younger than for older adults and was higher in the impression formation than memorization condition, but was not different for older adults in the two instruction conditions. These results also showed that age differences in memory performance were mediated by participants' feelings of stereotype threat, such that age was positively related to stereotype threat and stereotype threat was negatively related to memory performance. These data demonstrate that concerns about being negatively stereotyped influence age differences in memory performance, and that the effects of these feelings on performance are not easily reduced by reframing the task instructions.

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          Most cited references25

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          Stereotype Threat and Women's Math Performance

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            A threat in the air. How stereotypes shape intellectual identity and performance.

            C Steele (1997)
            A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
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              When White Men Can't Do Math: Necessary and Sufficient Factors in Stereotype Threat

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