Females under stereotype threat or non-threat were given precision feedback after every issue on a math that is gre-like, followed closely by an optional interactive guide that supplied step-wise problem-solving instruction. Event-related potentials monitored the first detection associated with the feedback that is negative errors feedback associated negativity (FRN), P3a, along with any subsequent sustained attention/arousal compared to that information late positive potential (LPP). Learning ended up being thought as success in using information that is tutorial modification of initial test mistakes on a shock retest 24-h later on. Under non-threat conditions, psychological reactions to negative feedback would not curtail research regarding the tutor, plus the quantity of tutor research predicted success that is learning. When you look at the stereotype threat condition, nonetheless, greater initial salience for the failure (FRN) predicted less research of this tutor, and sustained focus on the negative feedback (LPP) predicted poor learning from the thing that was explored. Continuer la lecture de Gender-based stereotypes undermine females’ performance on challenging mathematics tests, but how can they influence their capability to master through the mistakes they generate?