03 nov Gender-based stereotypes undermine females’ performance on challenging mathematics tests, but just how can they influence their capability to understand through the mistakes they make?
Females under stereotype threat or non-threat were served with precision feedback after every issue on a math that is gre-like, accompanied by an optional interactive guide that provided step-wise problem-solving instruction. Event-related potentials monitored the original detection for the negative feedback following errors feedback associated negativity (FRN), P3a, along with any subsequent sustained attention/arousal to this information late positive potential (LPP). Learning ended up being thought as success in applying information that is tutorial modification of initial test mistakes on a shock retest 24-h later on. Under non-threat conditions, psychological responses to negative feedback failed to curtail research for the tutor, therefore the number of tutor research predicted success that is learning. Into the stereotype threat condition, but, greater initial salience of this failure (FRN) predicted less research for the tutor, and sustained awareness of the negative feedback (LPP) predicted poor learning from that which was explored.