Gender-based stereotypes undermine females’ performance on challenging mathematics tests, but just how can they influence their capability to understand through the mistakes they generate?

Gender-based stereotypes undermine females’ performance on challenging mathematics tests, but just how can they influence their capability to understand through the mistakes they generate?

Females under stereotype threat or non-threat were served with accuracy feedback after each issue for A gre-like mathematics test, accompanied by an optional interactive guide that supplied step-wise problem-solving instruction. Event-related potentials monitored the original detection associated with negative feedback after errors feedback associated negativity (FRN), P3a, along with any subsequent sustained attention/arousal compared to that information late positive potential (LPP).

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