Abstract
Summary The relation between sex, sex-role-typing behavior, and children's problem-solving ability was investigated in an experiment involving 95 Australian Ss between the ages of 8 and 10 (47 boys and 48 girls). The Ss were categorized into the various role orientations (masculine, feminine, androgynous, undifferentiated) by means of the Children's Androgyny Scale. Their problem-solving behavior was then tested with the concept-identification task which included social cues. The results demonstrated both the adaptability of the androgynous Ss and the behavioral restriction of the sex-typed Ss in their performance on the experimental tasks. Overall, there was support for the hypothesis that children's problem-solving ability is differentially related to their sex-role-typing behavior. The findings are interpreted as supporting a situational interpretation of performance difference between the various sex-role groups.
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