【文章內(nèi)容簡介】 As in step one, correct responses were followed by the next trial。 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。 the next trial always followed the participant39。s response. The fourth step reversed the positional association for male and female. On this step and in this example, the word Female appeared on the left of the screen and Male on the right for a total of ten trials. In contrast to step two, a correct response to a masculine name such as John would require pressing the right (j) key. Correct responses and errors were treated as in step one. The fifth step was similar to step three, yet included the target with the reversed attributes (., engineer or female on the left). Once again, the individual concepts and attributes appeared in random sequence for a total of 20 trials. As with step three, no error messages were presented. After participants had pleted the IAT they pleted the Likert rating scales for the three target occupations: engineer, accountant, and elementary school teacher. Each occupation appeared individually on the screen. Participants indicated their ratings for each occupation by clicking the appropriate scale points with the puter mouse. Participants39。 final tasks were to enter their sex, ethnicity, class standing, and age when prompted by the program. The last screen of the program contained a statement of our appreciation for their help. The experimenter debriefed the participants, thanked them, and gave them course credit for research participation. Stereotypes are inferred from relative response speeds to the IAT’s tasks. The quicker responses that are anticipated to step three39。s stereotypically congruent engineermale pairs (and elementary school teacherfemale pairs) than to step five39。s stereotypically incongruent engineerfemale pairs (and elementary school teachermale pair) would imply that engineermale is more strongly associated and readily retrieved than engineerfemale. Responses to word pairs that are not congruent with existing associations require more time and cognitive effort than pairs that fit existing associations.The IAT procedure we used resulted in 20 trials for the bined tasks. Although many researchers have used larger numbers of trials (., 40 trials), our decision to do so was occasioned by the requirement that unique words generated by our pilot study participants be used for each occupation. Pretesting had showed overlap across occupations when ten words were requested。 hence, we requested five words from our participants. Greenwald et al. (1998) noted that IAT magnitudes were unchanged when as few as five exemplars were used per category. Nosek, Greenwald, and Banaji (2005) more recently have reported that IAT effects varied little with eight, four, or even two exemplars per category. ResultsThe improved scoring algorithm remended by Greenwald, Nosek, and Banaji (2003) was used to calculate D for each participant39。s IAT responses. D is similar to Cohen39。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。s HSD post hoc test. The engineerelementary school teacher (N1=, SD=) and accountantelementary school teacher parisons (Al=, SD=) did not differ from one another. There was no main effect for gender stereotype congruency presentation order nor was there a significant interaction effectExplicit StereotypesRatings from the three studies for elementary school teacher do not statistically differ (, , and , respectively). Explicit ratings fo