The Effects of Identity-Relevance and Task Difficulty on Task Motivation,Stress, and Performance

Tested the hypothesis that the identity-relevance of a performance domain would predict task motivation, stress, and actual performance. Psychology majors and non-majors (N = 94) completed either moderately difficult or very difficulty questions from a standardized verbal aptitude test. Before the test participants were told that performance on the test was either predictive of success as a psychologist (identity-relevant condition) or were given no information on the predictive ability of the test (control condition). Results revealed that only psychology majors evidenced higher motivation and stress in the identity-relevant condition in comparison to the control condition. The results of actual test performance revealed that when identity-relevance was high, psychology majors tended to do better than non-majors on a task of moderate difficulty, but tended to do worse on a task of high difficulty. Implications of the results for identity-relevance as a motivational and emotional lynchpin for performance are discussed. The author would like to thank Cynthia Ellison, Melissa Kinder, and Kelly Riddle for their assistance in data collection. A paper based on the results of the present study was presented at the 2004 meeting of the Southeastern Psychological Association and was the co-recipient of the outstanding professional paper award.     

The Role of Self-Focus,Task Difficulty,Task Self-Relevance,and Evaluation Anxiety in Reaction Time Performance

Self-focused attention has been found to facilitate task performance in some instances and inhibit it in others. Among chronically anxious individuals it appears to consistently hinder performance. Less is known about the impact of self-focus on the performance of normal individuals. The present study examines the role of task difficulty, task self-relevance, and presence of evaluation anxiety in the performance effects of self-focus among normal individuals. Participants performed a simple reaction time (RT) and a lexical decision task, in Experiments 1 and 2, respectively, with or without self-focus. Self-focus and evaluation anxiety resulted in faster responding in simple RT, but there was no significant effect of self-focus on performance in the more difficult lexical decision task. Participants' heart rate (HR) was monitored and indicated that orienting was associated with slower RT in both experiments, and less orienting was found during self-focus and evaluation conditions. Results are interpreted in light of several self-focus theories.     

Quiet Eye Duration,Expertise, and Task Complexity in Near and Far Aiming Tasks

Skilled (n = 12) and less skilled (n = 12) billiards players participated in 2 experiments in which the relationship between quiet eye duration, expertise, and task complexity was examined in a near and a far aiming task. Quiet eye was defined as the final fixation on the target prior to the initiation of movement. In Experiment 1, skilled performers exhibited longer fixations on the target (quiet eye) during the preparation phase of the action than their less skilled counterparts did. Quiet eye duration increased as a function of shot difficulty and was proportionally longer on successful than on unsuccessful shots for both groups of participants. In Experiment 2, participants executed shots under 3 different time-constrained conditions in which quiet eye periods were experimentally manipulated. Shorter quiet eye periods resulted in poorer performance, irrespective of participant skill level. The authors argue that quiet eye duration represents a critical period for movement programming in the aiming response.     

Effects of visual attentional load on low-level auditory scene analysis

The sharing of processing resources between the senses was investigated by examining the effects of visual task load on auditory event-related brain potentials (ERPs). In Experiment 1, participants completed both a zero-back and a one-back visual task while a tone pattern or a harmonic series was presented. N1 and P2 waves were modulated by visual task difficulty, but neither mismatch negativity (MMN) elicited by deviant stimuli from the tone pattern nor object-related negativity (ORN) elicited by mistuning from the harmonic series was affected. In Experiment 2, participants responded to identity (what) or location (where) in vision, while ignoring sounds alternating in either pitch (what) or location (where). Auditory ERP modulations were consistent with task difficulty, rather than with task specificity. In Experiment 3, we investigated auditory ERP generation under conditions of no visual task. The results are discussed with respect to a distinction between process-general (N1 and P2) and processspecific (MMN and ORN) auditory ERPs.     

Managing Sequential Task Portfolios in the Face of Temporal Atypicality and Task Complexity

The authors use a portfolio of sequential tasks to investigate how accurately study participants stick to assigned deadlines when they need to transition from one task to another. Atypical deadlines, task complexity, and individual differences all affect transition error size, error correction, and task performance. In Experiment 1 (N?=?108), larger task transition errors were related negatively to task performance and were associated with atypical deadlines (e.g., 4:53 or 4:57), complex tasks, and individuals lower in the general hurry characteristic. In Experiment 2 (N?=?95), individuals facing atypical deadlines or lower in need for cognition were less likely to correct transition errors (i.e., getting back to the original schedule), which negatively affected performance. Theoretical and practical implications are discussed.     

Don't Fuss,Focus: The Mediating Effect of On‐Task Thoughts on the Relationship between Error Approach Instructions and Task Performance

People working on a task can make errors along the way. How people deal with an error, however, depends on the type of error approach they apply. One approach, error management, focuses on increasing the positive and decreasing the negative consequences of errors. A second approach, error prevention, focuses on working faultlessly. In two experiments, we manipulated error approach through task instructions and measured on‐task thoughts and off‐task thoughts. In Experiment 1 (N = 78), error management resulted in more on‐task thoughts, but no differences were found for off‐task thoughts. Experiment 2 (N = 76) replicated the findings of Experiment 1, and further demonstrated that error management resulted in better analogical and adaptive transfer performance, and that these effects were mediated by on‐task thoughts. Our findings point toward the benefits of error management instructions for people and organisations. Specifically, error management instructions make people more focused on the task during practice, as indicated by on‐task thoughts, which in turn results in higher performance after practice.     

情绪的动机强度与工作记忆任务类型的协调性对自我控制任务的影响

考察趋近动机强度不同的积极情绪和回避动机强度不同的消极情绪与工作记忆的协调性对自我控制任务的影响。结果发现,与高趋近动机的积极情绪、高回避动机的消极情绪以及中性情绪相比,在低趋近动机的积极情绪下完成言语工作记忆以及在低回避动机的消极情绪下完成空间工作记忆,工作记忆成绩提高,而Stroop分数降低,这表明情绪与工作记忆的协调性受到情绪动机强度的影响。     

A test of engagement versus disengagement in catastrophe models

The present study explored the interactive effects of self‐efficacy and increasing/decreasing task difficulty upon engagement and disengagement within a cusp‐catastrophe model framework. Using a closed motor skill aiming task participants (N=60) were required to compete in conditions where task difficulty increased and then decreased (or vice versa) where they were rewarded for good performance but penalized for bad. Participants who reported low levels of self‐efficacy disengage at an earlier level of task difficulty than their high self‐efficacy counterparts. Furthermore, this group did not re‐engage with the task until task difficulty had significantly decreased. Although task disengagement occurred with high difficulty in the high self‐efficacy group, this group re‐engaged in a similar manner in which they disengaged. Findings support and extend those of previous tests of catastrophe models by directly allowing for task disengagement.     

Anxiety‐induced performance catastrophes: Investigating effort required as an asymmetry factor

Two studies are reported that test the hypothesis that previous support for the cusp catastrophe model of anxiety and performance, and the hysteresis effect in particular, could have been due to a complex interaction between cognitive anxiety and effort required rather than between cognitive anxiety and physiological arousal. We used task difficulty to manipulate effort required in a letter transformation task. Experiment 1 (N=32) used high levels of trait anxiety together with a competitive environment to induce state anxiety. Experiment 2 (N=20) used a competitive environment with social pressure and ego threat instructions to induce high levels of worry. Both studies revealed significant three‐way interactions as hypothesized with follow‐up tests showing some support for the hysteresis hypothesis in Study 1, and strong support for the hysteresis hypothesis in Study 2. The findings support a processing efficiency theory explanation of anxiety‐induced performance catastrophes and indicate that two cusp catastrophe models of performance may exist; one that incorporates the interactive effects of cognitive anxiety and physiological arousal upon performance and the other that incorporates the interactive effects of cognitive anxiety and effort required upon performance.     

Creativity Under Concurrent and Sequential Task Conditions

Two experiments were conducted to investigate creativity for realistic divergent thinking problems, under concurrent and sequential task conditions (CTC and STC, respectively). Creativity was judged on divergence, novelty, appropriateness, and fluency of solutions. Results of Experiment I revealed that creativity was significantly higher under CTC than under STC. Embedded Figures Test was employed to rule out a possible alternative explanation that better performance under CTC is due to difference in creative potential between individuals participating under the two task conditions. Experiment II employed a control group to investigate whether difference in creative performance under the two conditions is due to a facilitation effect or a distraction effect, as compared to the control condition. Results showed a significant distraction effect under STC, and indicated, though not significant, a facilitation effect under CTC. Findings are understood in light of the associative theories of creativity, which highlight the role of attentional mechanisms in the creative process. Some indexes for measuring creative performance on realistic divergent thinking tasks are validated against conventional measures.     

Evidence for Age-related Changes to Temporal Attention and Memory from the Choice Time Production Task

ABSTRACT

The effect of aging on interval timing was examined using a choice time production task, which required participants to choose a key response based on the location of the stimulus, but to delay responding until after a learned time interval. Experiment 1 varied attentional demands of the response choice portion of the task by varying difficulty of stimulus–response mapping. Choice difficulty affected temporal accuracy equally in both age groups, but older participants' response latencies were more variable under more difficult response choice conditions. Experiment 2 tested the contribution of long-term memory to differences in choice time production between age groups over 3 days of testing. Direction of errors in time production between the two age groups diverged over the 3 sessions, but variability did not differ. Results from each experiment separately show age-related changes to attention and memory in temporal processing using different measures and manipulations in the same task.     

Effects of training with added difficulties on RADAR detection

Three experiments simulating military RADAR detection addressed a training difficulty hypothesis (training with difficulty promotes superior later testing performance) and a procedural reinstatement hypothesis (test performance improves when training conditions match test conditions). Training and testing were separated by 1 week. Participants detected targets (either alphanumeric characters or vehicle pictures) occurring among distractors. Two secondary tasks were used to increase difficulty (a concurrent, irrelevant tone‐counting task and a sequential, relevant action‐firing response). In Experiment 1 , involving alphanumeric targets with rapid displays, tone counting during training degraded test performance. In Experiment 2, involving vehicle targets with both sources of difficulty and slower presentation times, training under relevant difficulty aided test accuracy. In Experiment 3, involving vehicle targets and action firing with slow presentation times, test accuracy tended to be worst when neither training nor testing involved difficult conditions. These results show boundary conditions for the training difficulty and procedural reinstatement hypotheses. Copyright © 2010 John Wiley & Sons, Ltd.     

Stimulus–response translation in manual and vocal modality: Is age‐related slowing influenced by changes in working memory functioning?

In some conditions, age‐related slowing rates are higher for manual than for vocal responses. The interaction between age and response modality was examined in four experiments in which the performance of younger (M = 22.6 years) and older (M = 70.8 years) adults was compared under various stimulus–response mapping rules. The interaction effect was not observed in a simple localisation task on which the manual modality had an advantage in both age groups (Experiment 1). When congruence between stimulus and response was reduced (Experiment 2), manual responses were disproportionately slowed in older participants. In conceptual and size comparison tasks (Experiment 3), the age‐by‐modality effect was not influenced by working memory load during the interval between the first and the second stimulus presentation. In an identification task, age‐related slowing effects were less when responses were spoken names than when nonwords were used as labels (Experiment 4). These results indicate that older participants experience a specific difficulty in activating arbitrary S–R mapping rules during executive control.     

Automaticity versus timesharing in timing and tracking dual-task performance

Two experiments investigated the interfering effects of a manual tracking task on timing performance. Subjects generated a series of 5-s temporal productions under control (timing only) and experimental (timing + pursuit rotor tracking) conditions. Timing was more variable under experimental conditions, a finding consistent with attentional models which argue that timing tasks compete with concurrent distractor tasks for limited processing resources. A pretest-posttest paradigm was employed to evaluate the hypothesis that practice on the tracking task would lessen its attentional demands and thereby attenuate the interference effect. Experiment 1 involved single-task practice (tracking alone). Single-task practice leads to automaticity, the ability to perform a skilled task using fewer processing resources. Pretest-posttest comparisons showed that such practice reduced interference in timing. Experiment 2 involved dual-task practice (timing + tracking). Dual-task practice promotes the development of timesharing, the ability to efficiently switch attention between multiple tasks. In this case, practice failed to reduce the interference effect in timing. The results suggest that effective strategies for timing in dual-task situations must allow one to closely monitor the ongoing flow of temporal events. Received: 11 November 1996 / Accepted: 6 May 1997     

Affect and Performance on Cognitive Task as a Function of Crowding and Noise1

Sixty undergraduate males participated in an experiment with a 2 × 3 factorial design involving two levels of density and three levels of noise to demonstrate effects of the independent variables (density, noise) on cognitive task performance and affect. As predicted, it was found that crowding and noise lead to deterioration of subject's performance on cognitively complex tasks but not on simple (cognitive) task. Also, density and noise generated a negative feeling in the subjects. Significant two-way interaction for complex task, showed variation in performance of Ss of high and low density under low and high noise conditions. In addition, crowded-condition subjects reported more dissatisfaction about their performance and evaluated the presence of the experimenter as significantly less pleasant than their noncrowded-condition counterparts.     

The Undepleted Ego: Self-Regulatory Adaptation in Multiple Task Sequences

Working on a task that requires strong self-regulation can deteriorate performance in a subsequent task also involving high self-regulatory demands. Several studies suggest that the consumption of limited self-regulatory resources may account for this effect known as ego depletion. We investigated the influence of expectations about upcoming tasks on self-regulatory performance in two experiments, contrasting tasks with high and low self-regulatory demand. We manipulated expectations by informing participants about the number of tasks to be worked on (Experiment 1) and by varying the number of tasks (Experiment 2). With the expectation of highly demanding tasks no ego-depletion effect occurred. Results show that expecting a continuation of high self-regulatory demand in a sequence of several tasks actually improved performance.     

Why do children lack the flexibility to innovate tools?

Despite being proficient tool users, young children have surprising difficulty in innovating tools (making novel tools to solve problems). Two experiments found that 4- to 7-year-olds had difficulty on two tool innovation problems and explored reasons for this inflexibility. Experiment 1 (N = 51) showed that children’s performance was unaffected by the need to switch away from previously correct strategies. Experiment 2 (N = 92) suggested that children’s difficulty could not easily be explained by task pragmatics or permission issues. Both experiments found evidence that some children perseverated on a single incorrect strategy, but such perseveration was insufficient to explain children’s tendency not to innovate tools. We suggest that children’s difficulty lies not with switching, task pragmatics, or behavioral perseveration but rather with solving the fundamentally “ill-structured” nature of tool innovation problems.     

An Outcome- and Process-Oriented Examination of a Golf-Specific Secondary Task Strategy to Prevent Choking Under Pressure

The present study examined a new golf-specific secondary task to prevent choking under pressure during golf putting. The study examined skilled (n = 20) and novice (n = 24) golfers on a putting task under high- and low-pressure, while carrying out either a golf-specific or an irrelevant letter generation secondary task to prevent skill-focused attention. Results revealed that both secondary tasks prevented choking under pressure in skilled golfers, but not in novices. Additionally, skilled participants displayed increased movement variability associated with improved performance during secondary task performance. These findings provide support for the viability of the new secondary task technique.     

Self-relevance enhances the benefits of attention on perception

ABSTRACT

Considerable efforts have focused on elucidating the influence that self-relevance exerts on perceptual decision-making. To explore this issue further, the current research explored the extent to which stimulus applicability facilitates the benefits of covert attention on early visual processing. In two experiments, we manipulated the personal-relevance of peripheral cues (i.e., geometric shapes) that preceded the appearance of target stimuli (i.e., Gabors) and asked participants to report the orientation of the stimulus with the highest contrast. The results revealed a significant effect of self-relevance on task performance. First, compared to cues associated with a friend or stranger, self-relevant cues enhanced the apparent contrast of a stimulus. Second, the benefits of self-relevance were most pronounced when cues pertained to identities that were significant (vs. trivial or irrelevant) to observers. Together, these findings demonstrate that self-relevance potentiates the benefits of transient attention on stimulus processing.     

Dissociation between Categorical and Coordinate Spatial Computations: Modulation by Cerebral Hemispheres, Task Properties, Mode of Response, and Age

Kosslyn suggested a dissociation of two kinds of spatial representations: categorical and coordinate, the former computed by the left hemisphere and the latter by the right hemisphere. In addition, with practice, a “categorization” of the coordinate computation would appear. These suggestions resulted largely from an experiment, replicated by others, in which the subjects had to estimate the relative position of a dot and a line by giving an oral response, and feedback was provided. The present series of five experiments was an attempt to test whether this finding could be generalized, under several methodological manipulations, some of which have already been used by researchers in separate studies. In the five experiments, accuracy was a more contributive dependent variable than correct latencies, and practice effects on the task × field interaction were not verified. Experiments 1–3 concerned the kind of response. When a manual instead of an oral response was required (Experiment 1;n= 32 Ss), the expected dissociation was observed (as well as when the latency of responses made by the right hand were studied). When the number of oral responses was increased from two (a binary choice) to eight, the dissociation was still observed for accuracy but disappeared when a more liberal criterion of accuracy was used to reduce the considerable task effect (Experiment 2;n= 32 Ss), or when response requirements were equated for both tasks (Experiment 3;n= 32 Ss). In Experiment 4 (n= 32 Ss), a manual response was called but the feedback was removed and the task dissociation disappeared. Finally, the task dissociation observed in Experiment 1 was not verified when a sample of elderly subjects was enrolled (Experiment 5;n= 32 Ss). However, age per se was the source of an interesting additional dissociation since only the coordinate computation was age sensitive. Our results suggest that the dissociation proposed by Kosslyn between the computation of categorical vs coordinate spatial relationships is highly unstable and sensitive to subtle methodological factors (vocal vs manual response, presence vs absence of feedback, binary vs “continous” response, age) which could preclude its general application.