Effect of Role Orientation and Instructions regarding Competition on Cognitive Performance of College Females

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Abstract
Several studies conducted in the past two decades have suggested that the cognitive performance of female college students may be significantly influenced by the situation. College females were administered the Wellesley Role Orientation Scale as a measure of the acceptance of traditional sex roles. High and low role-orientation groups were formed. Half of each group took seven subtests of the Wechsler Adult Intelligence Scale under competitive instructions while the other half took the subtests under neutral instructions. As predicted, a significant interaction obtained between role classification and the experimental conditions. High role Ss performed better in the control condition while low role Ss performed better in the experimental condition.