EN
The aim of this study was to examine the effects of stereotypical and counter - stereotypical information on the self - esteem and congnitive performance of 10-year-old children. Our sample consisted of 37 girls and 37 boys. Children were presented with 10 "mathematical" puzzles in three experimental conditions: stereotypical (boy are better), counter-stereotypical (girls are better), and the control condition (no particular information). Self - esteem was measured usin a non - verbal task. The results showed a significant differences between control and experimental conditions, while boys showed a significant drop in self-esteem and performance in the counter-stereotypical condition as compared to the control condition and significant lift in self-esteem and performance in the stereotypical condition as compared to the control condition.