Previous research has linked exposure to counter-stereotypical diversity (e.g., a female mechanic... more Previous research has linked exposure to counter-stereotypical diversity (e.g., a female mechanic, a Harvard-educated carpenter) to enhanced cognitive outcomes, such as cognitive flexibility and creativity. However, more recent findings suggest that the effects of exposure to counter-stereotypes (CSTs) on cognitive performance may depend on individual differences. In the present work, we explored a novel and theoretically important moderator of the effect of exposure to CSTs on cognitive flexibility: Need for Cognition (NFC), also known as epistemic / intellectual curiosity. Across three experiments (N = 887), we found support for the prediction that people low in NFC cognitively benefit from exposure to CSTs (d = .36), while people high in NFC showed decreased cognitive flexibility after being exposed to CSTs (d = -.21). This suggests that individuals’ motivation to engage in cognitive activity may be an important consideration for CST interventions. Implications for theory and future research are discussed.
Previous research has linked exposure to counter-stereotypical diversity (e.g., a female mechanic... more Previous research has linked exposure to counter-stereotypical diversity (e.g., a female mechanic, a Harvard-educated carpenter) to enhanced cognitive outcomes, such as cognitive flexibility and creativity. However, more recent findings suggest that the effects of exposure to counter-stereotypes (CSTs) on cognitive performance may depend on individual differences. In the present work, we explored a novel and theoretically important moderator of the effect of exposure to CSTs on cognitive flexibility: Need for Cognition (NFC), also known as epistemic / intellectual curiosity. Across three experiments (N = 887), we found support for the prediction that people low in NFC cognitively benefit from exposure to CSTs (d = .36), while people high in NFC showed decreased cognitive flexibility after being exposed to CSTs (d = -.21). This suggests that individuals’ motivation to engage in cognitive activity may be an important consideration for CST interventions. Implications for theory and future research are discussed.
Uploads
Drafts