This study sought to reexamine children's attributions of successful performance on current cohort-defined masculine, feminine, and sex-neutral tasks. Dimensions of attributional choices were used with children of preschool/kindergarten and third/fourth grade levels. The results from this investigation were only partially consistent with previous research with children. Results indicated that equivalent male and female performance was explained differently by children. Older children predicted the winners along sex-typed dimensions. Boys and girls predicted a male winner more frequently when the task was masculine, a femle when the task was feminine, and a male as often as a female when the task was sex-neutral. Children were also asked to explain the success by selecting among four factors: ability, effort, task ease, and luck. For children of both grade levels, female success on a masculine task was attributed to effort, not to ability. Results obtained with children, therefore, support attribution theory and previous research with older children and adults. In this respect, the findings were not novel. A main contribution of the present investigation, however, concerned the fact that the tasks were cohort-defined, considering cultural lag. (Author/DST)