Effect of self-referant primes about language and memory on measures of working memory in individuals with and without second languages
Bibliographic record
Abstract
In our multicultural North American society people whose primary language is not English may either benefit if they can fluently speak both English and another language, or they may suffer if they cannot fluently speak English. This may be partly because of stereotypes about people who can (2LS) or can’t speak a second language (W2L) which may lead to stereotype threat and arousal. Specifically, it was hypothesized that whether a prime was self-relevant would interact with the type of prime given to an individual to induce stereotype threat or arousal. To test this we subjected 2LS and W2L speakers to negative, neutral and positive primes about having a second language and then measured working memory (WM). We predicted that positive self-referent primes would enhance, whereas negative primes would disrupt WM independent of language status, and that neutral primes would not differ among language groups. Confirming this hypothesis a significant crossover interaction between prime manipulations and condition was demonstrated with no main effect of language group. These results suggest that while WM capacity does not differ between language groups when these same groups are given self-referent positive and negative primes these can induce stereotype threat and arousal which may have effects on WM through modifying physiological and psychological processes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".