Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

More on the Fragility of Performance: Choking Under Pressure in Mathematical Problem Solving.

In 3 experiments, the authors examined mathematical problem solving performance under pressure. In Experiment 1, pressure harmed performance on only unpracticed problems with heavy working memory demands. In Experiment 2, such high-demand problems were practiced until their answers were directly retrieved from memory. This eliminated choking under pressure. Experiment 3 dissociated practice on particular problems from practice on the solution algorithm by imposing a high-pressure test on problems practiced 1, 2, or 50 times each. Infrequently practiced high-demand problems were still performed poorly under pressure, whereas problems practiced 50 times each were not. These findings support distraction theories of choking in math, which contrasts with considerable evidence for explicit monitoring theories of choking in sensorimotor skills. This contrast suggests a skill taxonomy based on real-time control structures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working-memory capacity, proactive interference, and divided attention: Limits on long-term memory retrieval.

Two experiments examined how individual differences in working-memory capacity (WM) relate to proactive interference (PI) susceptibility. We tested high and low WM-span participants in a PI-buildup task under single-task or dual-task ("load") conditions. In Experiment 1, a finger-tapping task was imposed during encoding and retrieval of each list; in Experiment 2, tapping was required during encoding or retrieval. In both experiments, low spans showed greater PI than did high spans under no load, but groups showed equivalent PI under divided attention. Load increased PI only for high spans, suggesting they use attention at encoding and retrieval to combat PI. In Experiment 2, only low spans showed a dual-task cost on List 1 memory, before PI built up. Results indicate a role for attentional processing, perhaps inhibitory in nature, at encoding and retrieval, and are discussed with respect to theories of WM and prefrontal cortex function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expertise in Group Problem Solving: Recognition, Social Combination, and Performance.

This laboratory study assessed how recognition of expertise affects group decision making and performance. Three-person groups and independent individuals solved 4 intellective problem-solving tasks in 3 experimental conditions: 4 individual tasks, 1 individual task followed by 2 group tasks followed by 1 individual task, or 1 individual task followed by 2 group tasks (with intragroup rankings) followed by 1 individual task. Findings indicate that (a) both groups with ranking information and groups without are fairly well calibrated with respect to expertise, (b) group decisions were best approximated by "expert-weighted" decision schemes in which the highest performing member of the group has twice the influence of other group members, and (c) groups performed at the level of the best of an equivalent number of individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the Origins of the Task Mixing Cost in the Cuing Task-Switching Paradigm.

Poorer performance in conditions involving task repetition within blocks of mixed tasks relative to task repetition within blocks of single task is called mixing cost (MC). In 2 experiments exploring 2 hypotheses regarding the origins of MC, participants either switched between cued shape and color tasks, or they performed them as single tasks. Experiment 1 supported the hypothesis that mixed-tasks trials require the resolution of task ambiguity by showing that MC existed only with ambiguous stimuli that afforded both tasks and not with unambiguous stimuli affording only 1 task. Experiment 2 failed to support the hypothesis that holding multiple task sets in working memory (WM) generates MC by showing that systematic manipulation of the number of stimulus-response rules in WM did not affect MC. The results emphasize the role of competition management between task sets during task control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working-memory capacity and the control of attention: The contributions of goal neglect, response competition, and task set to Stroop interference.

Individual differences in working-memory (WM) capacity predicted performance on the Stroop task in 5 experiments, indicating the importance of executive control and goal maintenance to selective attention. When the Stroop task encouraged goal neglect by including large numbers of congruent trials (RED presented in red), low WM individuals committed more errors than did high WM individuals on the rare incongruent trials (BLUE in red) that required maintaining access to the "ignore-the-word" goal for accurate responding. In contrast, in tasks with no or few congruent trials, or in high-congruency tasks that followed low-congruency tasks, WM predicted response-time interference. WM was related to latency, not accuracy, in contexts that reinforced the task goal and so minimized the difficulty of actively maintaining it. The data and a literature review suggest that Stroop interference is jointly determined by 2 mechanisms, goal maintenance and competition resolution, and that the dominance of each depends on WM capacity, as well as the task set induced by current and previous contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Converging Evidence That Stereotype Threat Reduces Working Memory Capacity.

Although research has shown that priming negative stereotypes leads to lower performance among stigmatized individuals, little is understood about the cognitive mechanism that accounts for these effects. Three experiments tested the hypothesis that stereotype threat interferes with test performance because it reduces individuals' working memory capacity. Results show that priming self-relevant negative stereotypes reduces women's (Experiment 1) and Latinos' (Experiment 2) working memory capacity. The final study revealed that a reduction in working memory capacity mediates the effect of stereotype threat on women's math performance (Experiment 3). Implications for future research on stereotype threat and working memory are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Solve the problem first: Constructive solution strategies can influence the accuracy of retrospective confidence judgments.

Two experiments tested whether differences in problem-solving strategies influence the ability of people to monitor their problem-solving effectiveness as measured by confidence judgments. On multiple choice problems, people tend to use either a constructive matching strategy, whereby they attempt to solve a problem before looking at the response options, or a response elimination strategy, whereby they work backward from response options trying to find one that fits as a solution. Constructive matching gives rise to different cues that may enhance confidence monitoring. Experiment 1 showed that spontaneous constructive matching in nonverbal spatial reasoning problems was associated with better confidence calibration and resolution than response elimination. We manipulated strategy in Experiment 2 by requiring constructive matching and found improved monitoring. Implications for research on monitoring, overconfidence, and the association between skill and monitoring are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Once a boring task always a boring task? Interest as a self-regulatory mechanism.

Proposed a process through which individuals regulate their motivation to perform necessary but uninteresting activities over time. If committed to continuing, individuals may engage in interest-enhancing strategies that can change the activity into something more positive to perform. In Study 1, Ss performed novel tasks and generated strategies to make regular performance interesting. In Study 2, Ss actually used these strategies primarily in conditions indicating a self-regulatory attempt: The task was currently boring, there was a perceived reason to continue (alleged health benefit), and a relevant strategy was available. Strategy use was associated with a change in activity definition and greater likelihood of subsequently performing the activity. In Study 3, Ss' beliefs about how to maintain motivation to perform more everyday activities emphasized the importance of regulating interest relative to other self-regulatory strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task representations, strategy variability, and base-rate neglect.

The authors present a new model called RCCL (pronounced "ReCyCLe"; Represent the task, Construct a set of action strategies consistent with the task representation, Choose from among those strategies according to their success rates, and Learn new success rates for the strategies based on experience). The model explains the different ways in which people combine base-rate and case-specific cues to produce choice. It also makes additional predictions regarding variability in people's choices over time. Experiment 1 tested 58 college-age students in a problem-solving task and showed that task representations can be influenced by feedback from the environment, producing changes in base rate and cue sensitivity. Experiment 2 tested 80 college-age students in a delayed match-to-sample task and showed that variations in the format of a task can lead to different representations, which in turn produce much different base-rate and cue sensitivities. Moreover, both experiments showed systematic variability in choice over time in ways predicted by the model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature of gestures' beneficial role in spatial problem solving.

Co-thought gestures are hand movements produced in silent, noncommunicative, problem-solving situations. In the study, we investigated whether and how such gestures enhance performance in spatial visualization tasks such as a mental rotation task and a paper folding task. We found that participants gestured more often when they had difficulties solving mental rotation problems (Experiment 1). The gesture-encouraged group solved more mental rotation problems correctly than did the gesture-allowed and gesture-prohibited groups (Experiment 2). Gestures produced by the gesture-encouraged group enhanced performance in the very trials in which they were produced (Experiments 2 & 3). Furthermore, gesture frequency decreased as the participants in the gesture-encouraged group solved more problems (Experiments 2 & 3). In addition, the advantage of the gesture-encouraged group persisted into subsequent spatial visualization problems in which gesturing was prohibited: another mental rotation block (Experiment 2) and a newly introduced paper folding task (Experiment 3). The results indicate that when people have difficulty in solving spatial visualization problems, they spontaneously produce gestures to help them, and gestures can indeed improve performance. As they solve more problems, the spatial computation supported by gestures becomes internalized, and the gesture frequency decreases. The benefit of gestures persists even in subsequent spatial visualization problems in which gesture is prohibited. Moreover, the beneficial effect of gesturing can be generalized to a different spatial visualization task when two tasks require similar spatial transformation processes. We concluded that gestures enhance performance on spatial visualization tasks by improving the internal computation of spatial transformations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit learning in problem solving: The role of working memory capacity.

Participants solving the Balls and Boxes puzzle for the first time were slowed in proportion to the level of working memory (WM) reduction resulting from a concurrent secondary task. On a second and still challenging solution of the same puzzle, performance was greatly improved, and the same WM load did not impair problem-solving efficiency. Thus, the effect of WM capacity reduction was selective for the first solution of the puzzle, indicating that learning to solve the puzzle, a vital part of the first solution, is slowed by the secondary WM-loading task. Retrospective verbal reports, tests of specific puzzle knowledge, and a recognition test of potential strategies all indicated that participants were unaware of their knowledge of the puzzle, suggesting that it had been learned implicitly. Concurrent protocols collected from participants supported this conclusion and further suggested that participants were not aware of learning to solve the puzzle as this learning occurred. These results provide evidence that implicit learning depends on WM capacity and that implicit memory can play an important role in problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adults' knowledge about memory: Awareness and use of memory strategies across tasks.

Two studies investigated college students' knowledge about the effectiveness of alternative memory strategies for different tasks and the relationship of this knowledge to strategy use and performance. In Experiment 1 students made paired-comparison judgments of the relative effectiveness of six strategies for increasing performance on one of three memory tasks. For each task some strategies were judged to be significantly more effective than others, whereas across tasks certain strategies were more likely to be judged effective for one task than for another. Experiment 2 examined the relationship of judgments of strategy effectiveness to actual strategy use and memory performance. Results indicated that different strategies were adopted across tasks and students were more likely to adopt strategies subsequently judged effective for that task. Students in Experiment 2 showed clearer discrimination among the strategies and an increased awareness of the efficacy of task-specific strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A controlled-attention view of working-memory capacity.

In 2 experiments the authors examined whether individual differences in working-memory (WM) capacity are related to attentional control. Experiment 1 tested high- and low-WM-span (high-span and low-span) participants in a prosaccade task, in which a visual cue appeared in the same location as a subsequent to-be-identified target letter, and in an antisaccade task, in which a target appeared opposite the cued location. Span groups identified targets equally well in the prosaccade task, reflecting equivalence in automatic orienting. However, low-span participants were slower and less accurate than high-span participants in the antisaccade task, reflecting differences in attentional control. Experiment 2 measured eye movements across a long antisaccade session. Low-span participants made slower and more erroneous saccades than did high-span participants. In both experiments, low-span participants performed poorly when task switching from antisaccade to prosaccade blocks. The findings support a controlled-attention view of WM capacity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

If at first you don't succeed, try, try again: Effects of persistence-performance contingencies, ego involvement, and self-esteem on task persistence.

We explored some of the factors affecting individuals' decisions to persist with a course of action. A total of 60 graduate students of varying levels of chronic self-esteem worked at a task that contained several insoluble problems (unbeknownst to the participants). One half were informed beforehand that the nature of the task was such that persistence was a wise strategy for task completion (continuous condition), whereas the remaining half were informed that the nature of the task was such that persistence was a less prudent strategy (discrete condition). Also, one half were told that their task performance was very revealing of their personality and aptitude levels (high-involvement condition), whereas the remaining half were informed that their task performance was nonrevealing of themselves (low-involvement condition). Subjects exhibited greater persistence in the continuous than discrete condition; the continuous–discrete difference was much greater in the high-involvement than low-involvement condition; and the continuous–discrete information had a greater impact on the degree of persistence exhibited by high than low self-esteem subjects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Positive transfer and negative transfer/antilearning of problem-solving skills.

In problem-solving research, insights into the relationship between monitoring and control in the transfer of complex skills remain impoverished. To address this, in 4 experiments, the authors had participants solve 2 complex control tasks that were identical in structure but that varied in presentation format. Participants learned to solve the 2nd task on the basis of their original learning phase from the 1st task or learned to solve the 2nd task on the basis of another participant's learning phase. Experiment 1 showed that, under conditions in which the participant's learning phase was experienced twice, performance deteriorated in the 2nd task. In contrast, when the learning phases in the 1st and 2nd tasks differed, performance improved in the 2nd task. Experiment 2 introduced instructional manipulations that induced the same response patterns as those in Experiment 1. In Experiment 3, further manipulations were introduced that biased the way participants evaluated the learning phase in the 2nd task. In Experiment 4, judgments of self-efficacy were shown to track control performance. The implications of these findings for theories of complex skill acquisition are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing Age Differences in Knowledge, Strategy Use, and Confidence During Strategic Skill Acquisition.

The authors examined how age differences in strategy selection are related to associative learning deficits and metacognitive variables, including memory ability confidence. In Experiment 1, increases in memory reliance for performance of the noun-pair lookup task were compared with increases in noun-pair memory ability. In Experiment 2, memory reliance was assessed for noun pairs memorized prior to the task. In each experiment, older adults manifested a substantial delay in transition to a retrieval-based strategy despite comparable noun-pair knowledge. In Experiment 3, young and older adults reported comparable confidence ratings for the accuracy of each memory probe response. However, older adults reported lower confidence in their general ability to use the memory retrieval strategy, which correlated with avoidance of the retrieval strategy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.

This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in children in first (N = 130), second (N = 92) and third grades (N = 131). The results were that (a) younger children and children at risk for SMD performed poorer on WM and problem-solving tasks, as well as measures of math calculation, reading, semantic processing, phonological processing, and inhibition, than older children and children not at risk for SMD and (b) WM predicted solution accuracy of word problems independent of measures of fluid intelligence, reading skill, math skill, knowledge of algorithms, phonological processing, semantic processing,'speed, shortterm memory, and inhibition. The results support the notion that the executive system is an important predictor of children's problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When perception is more than reality: The effects of perceived versus actual resource depletion on self-regulatory behavior.

Considerable research demonstrates that the depletion of self-regulatory resources impairs performance on subsequent tasks that demand these resources. The current research sought to assess the impact of perceived resource depletion on subsequent task performance at both high and low levels of actual depletion. The authors manipulated perceived resource depletion by having participants 1st complete a depleting or nondepleting task before being presented with feedback that did or did not provide a situational attribution for their internal state. Participants then persisted at a problem-solving task (Experiments 1–2), completed an attention-regulation task (Experiment 3), or responded to a persuasive message (Experiment 4). The findings consistently demonstrated that individuals who perceived themselves as less (vs. more) depleted, whether high or low in actual depletion, were more successful at subsequent self-regulation. Thus, perceived regulatory depletion can impact subsequent task performance—and this impact can be independent of one’s actual state of depletion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of temperature, clothing, and task complexity on task performance and satisfaction.

Examined the effects of room temperature, clothing, and task complexity on task performance and satisfaction. 120 18–22 yr old male college students worked on either a mathematical problem-solving task or a collating task. Room temperature was maintained at either 65 or 78Φ during the task session. Ss were requested to wear either a suit (or sport coat), long sleeve shirt, and tie; or a short-sleeve shirt with no tie. Ss were administered the Minnesota Satisfaction Questionnaire. Results show that Ss wearing appropriate clothing for the temperature conditions showed higher levels of performance and satisfaction with the working condition than did those wearing inappropriate clothing, regardless of task complexity. Similar results were found for intrinsic task satisfaction only for the simpler task. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)