Temporal links to performing under pressure in international soccer penalty shootouts

ObjectivesThis study examined the temporal characteristics of performing under pressure in a high-stakes real-world sport situation.DesignBehavior observation analyses were conducted of televised soccer games.MethodsVideos were obtained from all penalty shootouts ever held in three major international soccer tournaments (World Cup, European Championships, and UEFA Champions League). In these events, 296 players performed 366 penalty kicks. The time periods that were analyzed in relation to shot outcomes were: walking, ball placement, back-up, signal waiting, signal response, and run-up.ResultsSeveral time intervals were linked to performance. For example, longer times to respond to the referee's ready signal were related to more goals and shorter times were related to more misses. A similar weak trend was found for ball placement. Time to wait for the referee signal went in the other direction, with shorter times giving more goals.ConclusionsShorter self-imposed times were linked to worse performance than longer times. Plausible reasons for this result may be the extreme levels of pressure that are induced by major penalty shootouts, causing performers to attempt escaping the emotional distress by getting the situation “over with” as soon as possible. These results are consistent with a model of choking as a case of self-regulatory breakdown.     

Scanning the "Fringe" of consciousness: what is felt and what is not felt in intuitions about semantic coherence

In intuitions concerning semantic coherence participants are able to discriminate above chance whether a word triad has a common remote associate (coherent triad) or not (incoherent triad). These intuitions are driven by increased fluency in processing coherent triads compared to incoherent triads, which in turn triggers a brief and short positive affect. The present work investigates which of these internal cues, fluency or positive affect, is the actual cue underlying coherence intuitions. In Experiment 1, participants liked coherent word triads more than incoherent triads, but did not rate them as being more fluent in processing. In Experiment 2, participants could intuitively detect coherence when they misattributed fluency to an external source, but lost this intuitive ability when they misattributed affect. It is concluded that the coherence-induced fluency by itself is not consciously experienced and not used in the coherence intuitions, but the fluency-triggered affective consequences.     

Attachment, attention, and cognitive control: Attachment style and performance on general attention tasks

Three studies examined the effects of attachment style on performance in non-attachment-related attention tasks; one study also assessed the effect of priming memories of experiences of attachment security or insecurity on attentional performance in a flanker task. In Study 1, participants performed a psychological refractory period (PRP) task assessing their ability to switch attention rapidly from one decision to another; in Studies 2 and 3 they performed a flanker task assessing their ability to resist distracters. Avoidant attachment predicted better performance on both tasks, and the effects remained even after controlling for neuroticism, general anxiety, and BIS/BAS scores. Study 3 showed that thinking in detail about a past experience of insecurity eliminated avoidant participants’ superior performance. In sum, avoidant people are generally skilled at regulating their attention, even on non-attachment-related tasks, but their performance is hampered by reminders of experiences of insecurity.     

Reversing the Placebo: Performance‐Branded Experiences Can Undermine Consumer Performance

Products bearing premium brand labels are known to increase perceptions of efficacy and improve objective consumer performance relative to lesser‐branded equivalents, in what is traditionally described as a marketing placebo effect. In this paper, we suggest that experiences bearing these highly regarded brand labels can lead to a reverse effect, such that consumer performance actually declines with their use. Our findings demonstrate across domains of improving mental acuity, learning a new language, and developing financial analysis skills that completing performance‐branded training experiences impairs objective performance in related tasks, relative to lower‐performance‐branded or unbranded counterparts. We posit that branded training experiences can evoke a brand‐as‐master relationship in which consumers take on a subservient role relative to the brand. As a consequence, higher‐performance brands may impose greater demands upon consumers, increasing performance‐anxiety and interfering with an individual's ability to perform effectively. These results document an important ramification of applying branding to learning experiences and identify contexts in which traditionally positive marketing actions can backfire for consumers.     

Contextual fear conditioning predicts subsequent avoidance behaviour in a virtual reality environment

Avoidance behaviour is a crucial component of fear and is importantly involved in the maintenance of anxiety disorders. Presumably, fear conditioning leads to avoidance of the feared object or context. A virtual reality contextual fear conditioning paradigm was used to investigate the association between explicit conditioning effects and subsequent avoidance behaviour. Mild electric shocks were administered in one context (anxiety context), but never in a second context (safety context). Subsequent avoidance behaviour was assessed by asking participants to choose two out of three contexts (a neutral context was added) to visit again. Participants avoided the anxiety context, but did not prefer the safety over the neutral context. Participants with substantial conditioning effects, as reflected in differential valence, arousal and anxiety ratings, avoided the anxiety context but not the safety context. In sum, we demonstrated an association between context conditioning effects on an explicit level and later avoidance behaviour.     

Rumination, experiential avoidance, and dysfunctional thinking in eating disorders

The majority of research in eating disorders (ED) has investigated the content of disorder-specific thoughts, while few studies have addressed underlying cognitive-affective processes. A better understanding of processes underpinning ED may have important implications for treatment development. Two studies were conducted that investigated levels of rumination, beliefs about rumination, experiential avoidance, and aspects of schematic thinking in individuals with eating pathology. The latter was assessed with a newly designed ED-Sentence Completion Task (ED-SCT). Study 1 (N = 177) examined relations between ED psychopathology and these variables in a student population. Extending this, Study 2 (N = 26) assessed differences between patients with anorexia nervosa and healthy control participants. The results showed that ED psychopathology was related to disorder-specific cognitions, experiential avoidance as well as ruminative brooding but not reflection. A follow-up of anorexia nervosa patients indicated that changes in ED psychopathology were associated with changes in dysfunctional attitudes and maladaptive cognitive-affective processes. These findings highlight cognitive processes that may play an important role in the maintenance of eating pathology.     

Positive emotions, emotional intelligence, and successful experiential learning

This study explored the role that positive emotions and emotional intelligence play in experiential learning. Students’ field practicum journals were analyzed using the Linguistic Inquiry and Word Count Program (LIWC) and a measure of emotional intelligence was obtained using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Positive emotion words were robustly associated with almost all dimensions of supervisors’ ratings of students’ performance, but showed weak associations with students’ ratings of perceived benefits associated with their practicum experiences. Overall EI scores were correlated with several of the supervisor rating items and the Facilitating Thought and Managing Emotions subscales of the EI were robustly correlated with many of the student rating items. This study thus yielded a more differentiated view of the role of positive emotions and emotional intelligence in adaptive functioning and underscored the importance of using multiple informants to assess a complex construct such as successful experiential learning.