Browsing by Author "Smith, Jessi l."

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I'm Incredible!: Consequences of Violating the Modesty Norm
(2013-03) Huntoon, Meghan; Smith, Jessi l.
Past research examined whether women’s tendency to feel uncomfortable with self-promotion (which violates modesty norms) can be offset via misattribution. Results showed when provided with an external source for discomfort, the quality and quantity of promotion increased as did women’s subjective experience. The current project examines whether women suffer consequences when self-promoting compared to men. Results showed that when essay quality is ambiguous judges rate the same essay detailing personal accomplishments more positively when it is thought to be authored by a man compared to when it is thought to be authored by a woman. The findings suggest that women suffer consequences for violating modesty norms. Career implications associated with women’s self-promotion are discussed.
Stop Interfering! Understanding how Stereotype Threat reduces Working Memory Capacity by using the Dual Processes Model.
(2013-03) Ferris, Amber C; Smith, Jessi l.
Consensus is building that stereotype threat interferes with working memory, but how so? We examined error monitoring and goal maintenance as possible mediating mechanisms triggered by stereotype threat. Grounded in the dual process model (Kane & Engle, 2005) 187 MSU men were first given the OSPAN to assess working memory capacity (WMC), then engaged in a mostly incongruent or mostly congruent Stroop task which was presented as a measure of verbal processing skills (stereotype threat condition) or not (neutral condition). Stroop errors and reaction times were assessed. The regression model was significant for Stroop errors R2 = .65, F(7, 174) = 18.41, p < .001, indicating a significant three way interaction between stereotype threat, list(congruent), and WMC (ï•¢ = -.12). Only main effects of WMC and list were observed for reaction time. Results suggest that for people lower in WMC, stereotype threat primarily interferes with maintaining task goals.