The problem-solving performance of young boys and girls was examined in three conditions in which good performance was indicated as being appropriate for boys, for girls, or for both boys and girls. The relations between task scores and five sex-role measures were also examined. As predicted, the boys performed significantly poorer when the task was indicated as one that girls did well. The girls' performance was not affected by the conditions of the study. The girls' problem-solving scores did not differ significantly from the boys' scores. There were some relations between the task scores and the sex-role measures for boys, but not for girls. Associations among the sex-role measures were not high. (Author)