{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T02:28:28Z","timestamp":1792722508156,"version":"4.5.0"},"reference-count":81,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2016,2,17]],"date-time":"2016-02-17T00:00:00Z","timestamp":1455667200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brain Sciences"],"abstract":"<jats:p>Rumination is a trait response to blocked goals that can have positive or negative outcomes for goal resolution depending on where attention is focused. Whereas \u201cmoody brooding\u201d on affective states may be maladaptive, especially for females, \u201creflective pondering\u201d on concrete strategies for problem solving may be more adaptive. In the context of a challenging general knowledge test, we examined how Brooding and Reflection rumination styles predicted students\u2019 subjective and event-related responses (ERPs) to negative feedback, as well as use of this feedback to rebound from failure on a later surprise retest. For females only, Brooding predicted unpleasant feelings after failure as the task progressed. It also predicted enhanced attention to errors through both bottom-up and top-down processes, as indexed by increased early (400\u2013600 ms) and later (600\u20131000 ms) late positive potentials (LPP), respectively. Reflection, despite increasing females\u2019 initial attention to negative feedback (i.e., early LPP), as well as both genders\u2019 recurring negative thoughts, did not result in sustained top-down attention (i.e., late LPP) or enhanced negative feelings toward errors. Reflection also facilitated rebound from failure in both genders, although Brooding did not hinder it. Implications of these gender and time-related rumination effects for learning in challenging academic situations are discussed.<\/jats:p>","DOI":"10.3390\/brainsci6010007","type":"journal-article","created":{"date-parts":[[2016,2,18]],"date-time":"2016-02-18T22:19:47Z","timestamp":1455833987000},"page":"7","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Rumination and Rebound from Failure as a Function of Gender and Time on Task"],"prefix":"10.3390","volume":"6","author":[{"given":"Ronald","family":"Whiteman","sequence":"first","affiliation":[{"name":"Department of Psychology, The Graduate Center at the City University of New York (CUNY), New York, NY 10016, USA"},{"name":"Department of Psychology, Baruch College at the City University of New York (CUNY), New York, NY 10010, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8102-9301","authenticated-orcid":false,"given":"Jennifer","family":"Mangels","sequence":"additional","affiliation":[{"name":"Department of Psychology, The Graduate Center at the City University of New York (CUNY), New York, NY 10016, USA"},{"name":"Department of Psychology, Baruch College at the City University of New York (CUNY), New York, NY 10010, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2016,2,17]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"117","DOI":"10.1207\/s15326985ep2802_3","article-title":"Perceived self-efficacy in cognitive development and functioning","volume":"28","author":"Bandura","year":"1993","journal-title":"Educ. 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