A large body of literature has studied the effect of stereotype threat and stereotype lift on cognitive test performance. Research on stereotype threat (ST) examines whether the awareness of a negative stereotype can decrease stereotyped group members' test performance. A less commonly studied influence of stereotypes is stereotype lift (SL), defined as an increase in a group's test performance due to not being part of a negative stereotype. For example, men might perform better on math tests if they are primed on the stereotype that men are better than women at math. Walton and Cohen (2003) previously meta-analyzed the impact of SL on cognitive tests, finding an overall d = 0.24. We report an updated meta-analysis on SL with more samples and moderator analyses. We then meta-analyzed between-group effects (majority-minority group differences both in the presence and absence of SL and ST) to compare their relative contributions to subgroup mean differences on cognitive tests. Our results indicate that SL has a small influence on cognitive test performance (d = 0.09, SDres = 0.19), and that subgroup mean differences result largely from between-group effects rather than from the effects of ST and SL. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

---

刻板印象提升和刻板印象威胁对认知测试亚组平均差异的影响：成人样本的荟萃分析。


大量文献研究了刻板印象威胁和刻板印象提升对认知测试成绩的影响。刻板印象威胁 （ST） 的研究考察了对负面刻板印象的认识是否会降低刻板印象群体成员的测试表现。刻板印象的一个不太常见的研究影响是刻板印象提升 （SL），定义为由于不属于负面刻板印象的一部分，一个群体的测试表现增加。例如，如果男性在数学方面优于女性的刻板印象中做好准备，他们可能会在数学考试中表现得更好。Walton 和 Cohen （2003） 之前对 SL 对认知测试的影响进行了荟萃分析，发现总体 d = 0.24。我们报告了关于 SL 的最新荟萃分析，其中包含更多样本和调节因子分析。然后，我们荟萃分析了组间效应 （SL 和 ST 存在和不存在的多数-少数群体差异），以比较它们对认知测试中亚组平均差异的相对贡献。我们的结果表明，SL 对认知测试表现的影响很小 （d = 0.09，SDres = 0.19），并且亚组平均差异主要来自组间效应，而不是 ST 和 SL 的影响。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。