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The Effects of Self-Disclosure on Implicit Bias and Social Judgments of Disfluent Speech

Ferguson, Ashley M
http://rave.ohiolink.edu/etdc/view?acc_num=kent1542362073730088

Abstract Details

2018, MA, Kent State University, College of Education, Health and Human Services / School of Health Sciences.
People who stutter (PWS) make up a small portion of the population but are often susceptible to discrimination in social contexts because of negative judgments made by those who do not stutter (PWNS) (Byrd, McGill, Gkalitsiou, & Cappellini, 2017; Johnson, 2008; Li, Arnold, & Beste-Guldborg, 2016). The current study sought to evaluate how PWNS respond to disfluent speech by asking them to categorize a speaker as intelligent or unintelligent using mousecursor tragectories to infer underlying cognitive processes. Computer mouse trajectories have been shown to reveal underlying cognitive pull associated with competing category competition, which was used as a proxy for implicit bias (i.e., non-conscious stereotypes about a population; Blair, 2002; Rudman, 2004) (McKinstry, Dale, & Spivey, 2008). It was expected that participants may have preconceived notions about disfluent speech. To test this, participants were asked to make an explicit categorization of the speaker as either intelligent or unintelligent before listening to information about the speaker’s speech with use of a self-disclosure statement. Upon listening to the PWS self-disclose, implicit bias was measured through analysis of mouse cursor trajectories. Results indicated that participants had a higher proportion of intelligent responses in the Disclosure condition, showing that that participants began to update their prior expectations about disfluent speech after listening to a PWS self-disclose. However, results also indicated that implicit bias was less evident in the Disclosure condition. This suggests that self-disclosure may lead to improved communicative interactions and reduced discrimination towards PWS. These findings were interesting because not only do they add to the existing literature about categorization of PWS along social constructs; but the results address gaps in the research by providing insight regarding how PWNSs’ cognitive systems are influenced after learning new information related to why disfluent speech has occurred.
Jennifer Roche, PhD (Advisor)
Hayley Arnold, PhD (Committee Member)
Lisa Audet, PhD (Committee Member)
Julia Huyck, PhD (Committee Member)
85 p.
Speech Therapy
Fluency; Social Cognition; Implicit Bias; Mouse tracking

Recommended Citations

Citations

  • Ferguson, A. M. (2018). The Effects of Self-Disclosure on Implicit Bias and Social Judgments of Disfluent Speech [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542362073730088

    APA Style (7th edition)

  • Ferguson, Ashley. The Effects of Self-Disclosure on Implicit Bias and Social Judgments of Disfluent Speech. 2018. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1542362073730088.

    MLA Style (8th edition)

  • Ferguson, Ashley. "The Effects of Self-Disclosure on Implicit Bias and Social Judgments of Disfluent Speech." Master's thesis, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542362073730088

    Chicago Manual of Style (17th edition)

kent1542362073730088
390
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This open access ETD is published by Kent State University and OhioLINK.