【正文】 男性組合比工程師女性組合有更強(qiáng)的聯(lián)系和更容易取回。D就是類似于Cohen39。結(jié)果D的價(jià)值標(biāo)準(zhǔn)在文本框一中顯示，這些數(shù)據(jù)有三個(gè)目標(biāo)職業(yè)的對比組成（比如：工程師和會(huì)計(jì)師的對比）。外顯刻板印象小學(xué)老師的三項(xiàng)研究等級在統(tǒng)計(jì)學(xué)上(, , and ,respectively)。在內(nèi)隱方法測量地情況下，最初的分?jǐn)?shù)是來自文本框1。對不同內(nèi)隱聯(lián)想測驗(yàn)對比的統(tǒng)計(jì)都不太可能。這個(gè)職業(yè)的外顯等級經(jīng)常被展示為中性職業(yè)(Beggsamp。相反的，內(nèi)隱聯(lián)想測驗(yàn)最大的影響是保持和外顯刻板印象結(jié)果的一致:當(dāng)出現(xiàn)工程師和小學(xué)老師是其他性別的人做的時(shí)候，調(diào)查對象能更快的區(qū)別男性工程師和女性小學(xué)老師。20。盡管，會(huì)計(jì)師刻板印象并不是像工程師那樣顯著，工程師和會(huì)計(jì)師存在最少的內(nèi)隱聯(lián)想測驗(yàn)影響。沒有其他的對比組是有效地。相反的，工程師會(huì)計(jì)師對照組的刻板印象分?jǐn)?shù)和會(huì)計(jì)師小學(xué)老師對照組的刻板印象分?jǐn)?shù)存在負(fù)相關(guān)（，P.01）。在1975年，,，每一種手段測量都有顯著不同。工程師和小學(xué)老師(N1=, SD=)與會(huì)計(jì)師和小學(xué)老師(Al=, SD=)的對比并沒有不同。這些方法加上600毫秒，就能夠代替錯(cuò)誤的潛在因素。Nosek, Greenwald, and Banaji (2005)最近報(bào)道內(nèi)隱聯(lián)想測驗(yàn)對每個(gè)種類至少影響各種不同的少于8個(gè)、4個(gè)或2個(gè)樣本。該程序最后的屏幕是一句感謝你們的幫忙的話語，實(shí)驗(yàn)者詢問被試測驗(yàn)情況，感謝他們，給他們參與研究的課程學(xué)分。為了和步驟二形成對比，對男性名字例如“約翰”的正確反應(yīng)就需要按右鍵（J）。假設(shè)第一個(gè)名字是“馬修”，正確的回答是按左鍵。有一種版本是，“工程師”出現(xiàn)在計(jì)算機(jī)屏幕的左邊，“小學(xué)老師”出現(xiàn)在右邊。同學(xué)們表達(dá)了他們下列的種族劃分觀念：白種美國人（%）、非洲美國人（%）、亞洲美國人（%）、本土美國人（%）、拉美美國人（%）和其他（%）。使用外顯刻板印象方法的研究者可能因此低估職業(yè)性別刻板印象。 Cejka amp。盡管男性護(hù)士的人數(shù)在不斷上升，絕大多是的護(hù)士還是女的。相比之下，職業(yè)性別刻板印象明顯的特征是用熟悉的李克特量表進(jìn)行評估。這是一種常見到刻板印象聯(lián)想，要求快速作出反應(yīng)?？赡芸贪逵∠筮@樣的認(rèn)知偏見存在并持續(xù)影響內(nèi)隱水平，即使他們不是出現(xiàn)在一個(gè)外顯的水平(Kundaamp。越來越清晰的表明內(nèi)隱過程對于刻板印象的重要性。事實(shí)上，這種方法最早是由Katz和Braly（1935）用于他們非常早期的關(guān)于國民刻板印象的工作中。內(nèi)隱聯(lián)想測驗(yàn)是能夠?qū)⒆晕矣^念偏見減到最少，使之與外顯方法測到的職業(yè)性別刻板印象一樣。s (1992) effect size, d, in that the differences between IAT test steps or blocks are standardized by their pooled standard deviation. All responses in the two test blocks were considered for these calculations. Trials with latencies greater than 10,000 ms and participants with more than 10% of responses 300 ms or less were eliminated. Block means of the remaining trial response latencies and standard deviations for the pooled test block latencies were calculated. These means, plus 600 ms, replaced error latencies. Differences between block means, with error replacement, were then divided by the pooled standard deviation, without error replacement. The resulting D values are reported in Table 1 .These data are grouped by three target occupation parisons (., engineer vs. accountant). Each target occupation is further defined by the gender presentation order of the job target (., male engineer vs. female accountant contrasted with female engineer vs. male accountant).The influence of these variables (target occupation pairs ,gender stereotype congruency presentation order) was examined in a twoway ANOVA with D serving as the dependent variable. The main effect for target occupations was significant F (2, 150)=, p.00l. As anticipated, the engineeraccountant IAT parison was significantly smaller (N1=, SD=) than the other two parisons based on Tukey39。 incorrect responses received an error message for 400 ms, followed by the next trial. The third step bined steps one and two such that a response key was shared. In the current example, either the phrase Engineer or Male appeared on the left and Elementary School Teacher or Female appeared on the right. Words from the previous two lists of concepts and attributes appeared centered below, but bined in random order for a total of 20 trials. Assuming that the word Amanda had been randomly chosen, a correct response would require pressing the right (j)key. So that error messages would not interfere with responses, none were presented in this step。Doolittle, 1993。Spencer, 2003). A strategy for describing implicit stereotypes and other implicit cognitions is provided by the Implicit Association Test (IAT。Implicit and Explicit Occupationsex stereotypesAbstract This study was designed to pare implicit and explicit occupationsex stereotypes for three occupations (engineer, accountant, and elementary school teacher). These occupations represented the end points and middle of a masculinefeminine continuum of explicit occupationsex stereotypes. Implicit stereotypes were assessed using the Implicit Association Test (IAT), which is believed to minimize selfpresentational biases mon with explicit measures of occupationsex stereotypes. IAT results for the most gender stereotyped occupations, engineer (masculine) and elementary school teacher (feminine), were parable to explicit ratings. There was less agreement with less stereotyped parisons. Results indicated that accounting was implicitly perceived as more masculine than explicit measures indicate, which calls into question reports of diminishing gender stereotyping for such occupations.Keywords Occupationsex stereotypes .Implicit stereotypes .Stereotypes .Implicit Association TestPopular beliefs have long held that because of their stereotyped traits and temperaments men and women are suited for different kinds of occupations. One of the earliest empirical examinations of these occupationsex stereotypes was conducted by Shinar (1975) who showed that college students thought that some occupations required masculine traits, while others required feminine traits. The method that Shinar (1975) and others (Beggs amp。 Rothman, 1993). Stereotypes may thus exist and continue to bias perceptions at an implicit level, even if they are not present at an explicit level (Kundaamp。 Perreault, 1995). Have the explicit occupational stereotypes that Shinar (1975) identified 30 years ago changed since her study? Results have been mixed. Stereotypes attached to some occupations appear to have bee more genderneutral. This is especially true of occupations where the ratio of male to female practitioners has bee more balanced. Other occupations, usually those with skewed sex ratios, remain gendertyped (., Beggsamp。s correct response the next of ten trials menced.