Effects of cognitive feedback on performance.

This presents a comprehensive review of the empirical literature bearing on the effects of cognitive feedback (CFB) on multiple measures of performance. CFB refers to the process of presenting the person information about the relations in the environment (task information [TI]), relations perceived by the person (cognitive information [CI]), and relations between the environment and the persons's perceptions of the environment (functional validity information [FVI]). Overall, CFB does improve performance on judgment tasks. Specifically, the research indicates that TI rather than CI is the aspect of CFB that influences performance. Factors influencing the effects of CFB on performance are discussed, and both current and potential applications of CFB are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of negative ions on interpersonal attraction: Evidence for intensification.

In Study 1, female subjects received information suggesting either that a stranger (a female accomplice) shared their attitudes and evaluated them positively or that a stranger did not share their attitudes and evaluated them negatively. These procedures took place in the presence of a low (ambient) or high level of negative ions. On the basis of previous research, it was predicted that a high level of negative ions would intensify subjects' reactions to the stranger, thus enhancing their evaluations of her when she seemed to share their attitudes and to like them, but reducing these evaluations when she did not share their attitudes and disliked them. Results offered support for these predictions. In Study 2, female subjects performed two tasks (letter and digit copying) in the presence of a low or high concentration of negative ions. Their blood pressure and pulse were measured at several points during the experiment. Results indicated that on various trials both systolic and diastolic blood pressure were higher in the high-ions than in the low-ions condition. In addition, subjects reported higher levels of subjective arousal and made significantly more errors on the letter-copying task in the presence of a high concentration of negative ions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingent negative variation and cognitive performance in hypotension

The difference in attention and cognitive performance between 26 hypotensive (systolic blood pressure < 100 mmHg and diastolic blood pressure < 60 mmHg) and 22 normotensive female university students was assessed. Attention was examined with contingent negative variation (CNV) recorded using light and tone as S1 and S2. Cognitive performance was assessed by free recall of a list of words and two German tests of cognitive speed performance and sustained attention: Zahlen-Verbindungs-Test and d2. The hypotensive participants demonstrated a lower increase in negativity on the CNV. Moreover, in the free recall test, hypotensive individuals remembered fewer words, in comparison with normotensive subjects. Scores for hypotensive individuals on the Zahlen-Verbindungs-Test and d2 were also lower. No difference was found in reaction times to imperative stimuli (S2).     

Effects of cognitive interviewing and practice on children's recall performance.

In Exp 1, a staged event was carried out that involved a private encounter between an unfamiliar man and 2 children. The results show that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7–8 yr olds and 10–11 yr olds over that gained with standard interview procedures and without affecting the number of incorrect items generated. These results were replicated in Exp 2 with a different staged event and with 8–9 yr olds and 11–12 yr olds. Exp 2 also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of emotionally contagious films on changes in hemisphere-specific cognitive performance.

In the framework of models on the lateralized involvement of the cortical hemispheres in affect and psychopathology, the authors examined whether cognitive processes associated with the left and the right prefrontal cortex varied as a function of valence, motivational direction, or intensity of induced mood. Affective states (cheerfulness, anxiety, sadness, anger, and neutral mood) were experimentally induced by short “emotionally contagious films.” Findings confirmed that the newly developed films were suitable to effectively elicit the expected affective states and to differentially change the dimensions of interest. Changes in verbal versus figural fluency performance were examined as a function of positive versus negative valence, approach versus withdrawal motivation, and low versus high emotional arousal. Level of interest was evaluated as a control. Both the tendency to withdraw and emotional arousal seemed to produce relative advantages for cognitive processes that are more strongly represented in the right than left prefrontal cortex. Findings suggest that changes in cognitive performance might be best explained by an additive combination of motivational direction and arousal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of death within 11 years on cognitive performance in old age.

Six different cognitive tests and the Beck Depression Inventory (BDI) were given to 3,572 active community residents aged 49 to 93 years. Causes of death were ascertained for 443 who died between 36 and 3,903 days later. Subsequent survival predicted test scores during the 3,903 days and independently during Days 36 to 1,826 and Days 1,827 to 3,903. Scores on the BDI and cumulative verbal learning and vocabulary tests predicted mortality after demographics and performance on other cognitive tests had been considered. Predictors were similar for deaths from heart disease, malignancies, and other causes. A new finding that cognitive tests did not predict survival duration within the sample of deceased explains previous findings of greater terminal decline in performance for young than for elderly adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of scopolamine and hippocampal lesions on negative patterning discrimination performance in rats.

Rats were trained in operant chambers to perform an appetitive negative patterning successive discrimination. They were required to respond to the left in response to a tone or click and right to a tone-click compound. Scopolamine and methyl scopolamine impaired performance accuracy and increased response latency and response omissions. Subsequent hippocampal aspiration lesions initially impaired accuracy, which later improved. Lesions decreased response latencies. Finally, the effects of scopolamine and methyl scopolamine were shown to be similar in lesioned and control rats, suggesting that the hippocampus is not involved in the actions of these drugs on this task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-organization of cognitive performance.

Background noise is the irregular variation across repeated measurements of human performance. Background noise remains after task and treatment effects are minimized. Background noise refers to intrinsic sources of variability, the intrinsic dynamics of mind and body, and the internal workings of a living being. Two experiments demonstrate l/f scaling (pink noise) in simple reaction times and speeded word naming times, which round out a catalog of laboratory task demonstrations that background noise is pink noise. Ubiquitous pink noise suggests processes of mind and body that change each other's dynamics. Such interaction-dominant dynamics are found in systems that self-organize their behavior. Self-organization provides an unconventional perspective on cognition, but this perspective closely parallels a contemporary interdisciplinary view of living systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

No negative priming without cognitive control.

There is evidence that the efficiency of selective attention depends on the availability of cognitive control mechanisms as distractor processing has been found to increase with high load on working memory or dual task coordination (Lavie, Hirst, de Fockert, & Viding, 2004). We tested the prediction that cognitive control load would also affect the negative priming effect produced when a distractor from 1 trial appears as a target on the next trial. We measured priming on trials that involved either high or low cognitive control load, and found that under high control load, negative priming was eliminated, and could even be reversed to positive priming, suggesting that the negative priming effect depends on the availability of cognitive control resources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive style on perceived satisfaction and performance among students and teachers.

Examined the influence of matched or mismatched cognitive styles on perceived satisfaction and performance among students and teachers in 8 classrooms with 192 9th–12th graders. Field-dependence/independence was assessed using the Group Embedded Figures Test; both satisfaction and performance were assessed with Likert-type questionnaire items. ANOVA revealed the predicted interaction effect (favoring matched styles) on student perceptions of satisfaction and a similar trend on perceptions of teacher effectiveness. Although field-independent students scored higher on standardized measures of academic ability, classroom grades were unrelated to student cognitive style. Field-dependent students, however, were perceived as exerting greater effort in class, thus indicating that teachers award grades according to a combination of student ability and perceived effort. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of self-esteem and performance feedback on future affective preferences and cognitive expectations.

Tested the hypothesis that individuals, regardless of their chronic levels of self-esteem, affectively prefer success to failure but cognitively continue to expect success or failure in a manner consistent with their chronic levels of self-esteem. 64 high, moderate, and low self-esteem females (Texas Social Behavior Inventory) were given either success, failure, or no feedback regarding their performance on an "analogies test." Ss' preference for performance, perceived ability for performance, and predictions for actual performance on a future task were assessed. As predicted, Ss preferred future success to future failure regardless of chronic level of self-esteem. Ss with high or low chronic levels of self-esteem perceived ability for future performance and expected actual future performance in a manner consistent with their chronic levels of self-esteem rather than consistent with feedback on current performance. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of transdermal nicotine and concurrent smoking on cognitive performance in tobacco-abstinent smokers.

Smokers experience cognitive decrements during tobacco abstinence and boosts in performance on resumption of smoking. Few studies have examined whether smoking cessation treatments such as transdermal nicotine (TN) ameliorate these decrements or attenuate the cognitive effects of smoking. Identifying the effects of nicotine on these tobacco-related changes in performance could guide the development of more efficacious treatments. The purpose of this double-blind, randomized, laboratory study was to use process-specific cognitive tasks to examine the effects of TN and tobacco smoking on attention and working memory in overnight-abstinent smokers (N = 124; 54 women). Each participant completed 4 sessions lasting 6.5 hr corresponding to 0-, 7-, 14-, or 21-mg TN doses, and smoked a single cigarette 4 hr after TN administration. Outcome measures were administered before and after smoking and included tasks measuring attention (alerting, orienting, and executive function), working memory (verbal and spatial), and psychomotor function. Analysis of variance (p     

The effect of negative performance stereotypes on learning.

[Correction Notice: An erratum for this article was reported in Vol 100(4) of Journal of Personality and Social Psychology (see record 2011-05716-002). There is an error in the first paragraph of the Results section on page 886. The third sentence in this paragraph reads “As predicted, the stereotype threat manipulation did not affect women's learning of mathematical rules presented before the instructions, F (1, 57) = 0.68, p = .41, ηp2 = .01; however, women in the stereotype threat condition learned fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.96, p = .05, ηp2 = .07.” Given the data, the second part of the sentence should have read “however, women in the stereotype threat condition showed a non-significant trend towards learning fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.56, p = .064, ηp2 = .06.”] Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Confidence and cognitive test performance.

This article examines the nature of confidence in relation to abilities, personality, and metacognition. Confidence scores were collected during the administration of Reading and Listening sections of the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) to 824 native speakers of English. Those confidence scores were correlated with performance accuracy scores from the TOEFL iBT and SAT, high school grade point averages (HS-GPA), and measures of personality and metacognition. The results of factor analyses indicate that confidence is a separate psychological trait, somewhere between ability and personality. The findings also suggest that confidence is related to, but separate from, metacognition. Gender and ethnic differences in confidence are also reported, with men and African Americans showing higher overconfidence bias than women and Whites or Hispanics, respectively. Finally, the data show small incremental validity of the confidence scores above and beyond the accuracy scores in predicting performance on the TOEFL iBT as a whole, the Writing and Speaking sections of the TOEFL iBT, and a test of numeracy. Confidence does not show incremental validity for the SAT and HS-GPA. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of daily stress on negative mood.

This article examines the influence of daily stressors on mental health in a community sample. Ss were 166 married couples who completed diaries each day for 6 weeks. In pooled within-person analyses, daily stressors explained up to 20% of the variance in mood. Interpersonal conflicts were by far the most distressing events. Furthermore, when stressors occurred on a series of days, emotional habituation occurred by the second day for almost all events except interpersonal conflicts. Contrary to certain theoretical accounts, multiple stressors on the same day did not exacerbate one another's effects; rather, an emotional plateau occurred. Finally, on days following a stressful event, mood was better than it would have been if the stressor had not happened. These results reveal the complex emotional effects of daily stressors, and in particular, they suggest that future investigations should focus primarily on interpersonal conflicts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)