The current literature has not provided insight into the effects of using racially derogatory words in the context of academic instruction or when reviewing historical texts. This study aims to examine the impact of such microaggressive language on cognitive performance among university students.,Using experimental methodologies, the participants were recruited to the research lab and assigned to one of the three conditions, as they were exposed to a derogatory word, heard a replacement of the word or did not hear it at all. Given the results of prior studies, researchers hypothesized that participants holding marginalized racial/ethnic identities would experience greater levels of cognitive depletion, as measured by the Stroop (1935) color-naming task, when compared to their white counterparts, as it was expected that students from underrepresented racial/ethnic backgrounds would be more affected by use of such language.,The primary hypothesis was supported, as students from underrepresented backgrounds who were exposed to the microaggressive language displayed diminished Stroop (1935) performance as compared to those not exposed and their white counterparts who heard the same language.,This study adds to the literature surrounding the immediate impact of microaggression of university students holding marginalized racial/ethnic identities.

中文翻译：

---

攻击性强的课堂语言和认知功能下降

当前的文献尚未提供在学术指导的背景下或在回顾历史文本时使用种族贬义词的效果的见解。这项研究旨在研究这种微攻击性语言对大学生认知能力的影响。使用实验方法，将参与者招募到研究实验室，并分配给三种情况之一，因为他们会听到贬义词，替换单词或根本听不到。根据先前的研究结果，研究人员假设，与白人相比，持有边缘化种族/族裔身份的参与者将经历更高水平的认知枯竭，这是通过Stroop（1935）的颜色命名任务来衡量的，