03 Nov Gender-based stereotypes undermine females’ performance on challenging mathematics tests, but how can they influence their capability to master through the mistakes they generate?
Females under stereotype threat or non-threat were served with precision feedback after every issue on A gre-like mathematics test, followed closely by an optional interactive guide that offered step-wise problem-solving instruction. Event-related potentials monitored the original detection of this negative feedback following errors feedback associated negativity (FRN), P3a, in addition to any subsequent sustained attention/arousal to this information late positive potential (LPP). Learning ended up being thought as success in using information that is tutorial correction of initial test mistakes on a shock retest 24-h later on. Under non-threat conditions, psychological responses to negative feedback didn't curtail research of this tutor, as well as the quantity of tutor exploration predicted success that is learning. In the stereotype condition that is threat but, greater initial salience regarding the failure (FRN) predicted less research associated with the tutor, and sustained awareness of the negative feedback (LPP) predicted poor learning from that which was explored.