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Steele and Aronson proposed that the mechanism underlying the impact of stereotype threat on the test performance of their Black American participants was probably an inef ciency of cognitive processing, not unlike that produced by other evaluative pressures Croizet and Claire (1998) extended the applicability of the stereotype threat concept to those of low socioeconomic status (SES) outside the United States Using a predominantly female sample of French university students, these investigators likewise found that under stereotype threat, students of low SES obtained fewer correct answers, attempted fewer items, and had lower overall accuracy on verbal GRE items By contrast, much like Steele and Aronson (1995) had previously found in comparing Black and White American participants, there was no difference in test performance between participants of low and high SES when the same test was described as nondiagnostic of one s intellectual ability.

In this chapter, you were shown how easy it is to integrate Flash elements into your HTML designs. You learned how to open up a Web page in a different browser window from within a Flash movie. You learned to detect which version of the Flash Player your design is viewed with. And you also learned to create an intro for a static HTML page. Animated Flash banners were also presented, and the chapter project showed you how to spice up an HTML design with an animated splash banner.

The Objects book is a treasure trove of objects. But they re not the type of Flash objects you re already familiar with buttons and movie clips. You use the objects in this book to accomplish other tasks, such as modifying the color of an object, changing the characteristics of a sound, or retrieving the current date and time from the computer playing your Flash movie. An ActionScript object has methods.

Varying the salience of SES before the test by having participants indicate their parents occupation and educational level, however, had no effect in this study Recent Studies Spencer, Steele, and Quinn (1999) themselves applied stereotype threat theory to US women s math performance in three studies including math-oriented students who had taken calculus and had performed highly on the high-school mathematics section of the SAT Their rst experiment demonstrated that a gender difference, with women underperforming men, occurred only when the math GRE items used to assess math performance were dif cult rather than easy Spencer and his colleagues varied stereotype threat in the next two studies by informing participants either that there was a gender difference previously obtained with the math GRE items they were to solve (threat condition) or not (no stereotype threat) In the no threat condition, women s performance on the math.

1. G. Agnarsson and M., Halldorsson. Coloring powers of planar graphs, Proceedings of the 11th Annual Symposium on Discrete Mathematics (SODA), pp. 654 662, January 2000. 2. I. Chlamtac and S. Kutten, Tree-based broadcasting in multi-hop radio networks, IEEE Transactions on Computers, 36: 1209 1223, 1987.

$ 161,800 1,432,800 415,600 28,400 $2,038,600 ( 722,000) $1,316,600 $1,408,800

Identifies the ActiveX control for the browser. The value must be entered exactly as shown. Applies to OBJECT only. WIDTH

Identifying Independent and Dependent Variables: After a hypothesis is proposed, an experiment must be designed to evaluate the hypothesis. The researcher must select both independent and dependent variables. The independent variable is manipulated by the researcher and provides the structure for the study. Therefore, treatment condition (i.e., relaxation, aerobic exercise, or a control condition) would be the independent variable in the test-anxiety study. The dependent variable is the variable that is expected to change as a result of the influence of the independent variable. In other words, the dependent variable is what is measured by the researcher to determine whether the hypothesis can be supported or not. In this case, scores on a test-anxiety scale following treatment might be the dependent variable. Research studies evaluate the influence of the independent variable(s) on the dependent measure(s). The study must be constructed such that all other factors that might influence the dependent variable are controlled, with the exception of the independent variable.

(1986) reported the growing percentages of women who received baccalaureates in the discipline: 36.8% (1950), 41% (1960), 46.4% (1972), 66.8% (1982). McGovern and Reich (1996) reported 73% for 1992 1993. The percentages of doctorates achieved by women had similar percentage increases: 14.8% (1950), 17.5% (1960), 26.7% (1972), 50.1% (1984), and 61% (1992 1993). Ten years after the Howard et al. report, Pion et al. (1996) reported on the consequences of this shifting gender composition, and they concluded:

Working with substitute fonts You can use the Font Mapping dialog box to change the substitute font mapped to a missing font, to view all the substitute fonts you have mapped in Flash on your system, and to delete a substitute font mapping from your system. You can also turn off the Missing Fonts alert to prevent the alert from appearing. When you work with a document that includes missing fonts, the missing fonts are displayed in the font list in the Property inspector. When you select substitute fonts, the substitute fonts are also displayed in the font list.

Figure 9-2