Practice, Performance, and Sex: Sex-Role Appropriateness, Success and Failure as Determinants of Men's and Women's Task Learning Capability.

摘要

Men's and women's performance in two motor learning tasks was examined in an experimental learning situation in which unfamiliar tasks were identified as tasks in which men's performance was usually superior to women's, or alternatively, as tasks in which women's performance was usually superior to men's. Both tasks were so structured that learners could keep track of performance improvement over time; learners were also given feedback by the experimenter describing success and failure in terms of comparisons of their performance with that of other individuals. Results were that both men and women demonstrated best task learning when they believed that most other members of their sex did well on the tasks they were learning and no evaluative comments were made on their progress in learning.