The effects of self-esteem, success–failure, and self-consciousness on task performance.

Research has demonstrated that task performance of low self-esteem individuals (low SEs) suffers in the presence of self-focusing stimuli (e.g., a mirror). The present study determined if such stimuli must inevitably have adverse effects on low SEs. It was reasoned that if low SEs were provided with success feedback from a previous task, then the nature of their self-consciousness would be altered on a subsequent task. Specifically, low SEs should attend more to positive and less anxiety-provoking aspects of themselves than would low SEs who received failure feedback from the previous task. Under the former condition, low SEs' subsequent task performance was expected to improve. For high SEs, who typically perform well, success–failure feedback was expected to have little effect on subsequent performance. 90 undergraduates high and low in chronic self-esteem received false success or failure feedback from a task and completed a concept formation task in either the presence or absence of a mirror. Whereas high SEs performed equally well following success or failure, low SEs in the success condition performed significantly better than low SEs in the failure condition. This Self-Esteem?×?Prior Feedback interaction was significant in the presence of the mirror but not its absence. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's attributions for success and failure: Effects of age and attentional focus.

This study was an assessment of how children's achievement attributions were influenced by their age, attentional focus, gender, and success or failure experience. Older and younger elementary school children performed a memory task under either self-focusing or task-focusing instructions. After performance, half of the children in each condition were given success feedback and the other half failure feedback. Attributions for performance were then obtained. In the success condition, children judged effort to be the most important cause of their performance, whereas children in the failure condition attributed their performance mostly to the difficulty of the task and their inability to remember the story. Older children in the self-focus condition attributed success more to internal causes than did older children in the task-focus condition. Younger children attributed both success and failure more to luck than did older children. Few sex differences in attributions were obtained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The beneficial effects of additional task load, positive affect, and instruction on the attentional blink.

The attentional blink reflects the impaired ability to identify the 2nd of 2 targets presented in close succession--a phenomenon that is generally thought to reflect a fundamental cognitive limitation. However, the fundamental nature of this impairment has recently been called into question by the counterintuitive finding that task-irrelevant mental activity improves attentional blink performance (C. N. L. Olivers & S. Nieuwenhuis, 2005). The present study found a reduced attentional blink when participants concurrently performed an additional memory task, viewed pictures of positive affective content, or were instructed to focus less on the task. These findings support the hypothesis that the attentional blink is due to an overinvestment of attentional resources in stimulus processing, a suboptimal processing mode that can be counteracted by manipulations promoting divided attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The roles of self-esteem and self-consciousness in the Wortman-Brehm model of reactance and learned helplessness.

Studied the conditions under which failure would enhance or inhibit subsequent task performance. Based on the theory of C. B. Wortman and J. W. Brehm (1975), it was expected that small amounts of failure would produce reactance (manifested by improved performance at a subsequent task); large amounts would lead to learned helplessness (i.e., impaired later performance). It was further expected that individual differences in self-esteem and private self-consciousness would serve as moderator variables for the effects. In Exp I, 78 college students were exposed to either a small amount or no failure before working on an anagrams task. As predicted, Ss high in self-consciousness, who showed greater reactance arousal in attitude change studies, performed better on the anagrams task than Ss low in self-consciousness in the small-failure condition, but not in the no-failure condition. In Exp II, 119 Ss were pretreated with either a small amount of failure, an extended amount of failure, or no failure before working on the task. A significant Self-Esteem by Helplessness Training interaction emerged. Low self-esteem Ss (low SEs) performed marginally better than did high SEs in the small-failure condition but significantly worse than high SEs in the extended-failure condition. Questionnaire data from Exp II were consistent with the notion that enhanced performance reflected reactance, whereas impaired performance signified helplessness. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stress, anxiety, and cognitive interference: Reactions to tests.

Analyzed the nature of test anxiety and its relationships to performance and cognitive interference from the standpoint of attentional processes. A new instrument to assess dimensions of reactions to tests is presented, and its psychometric properties are described. The scales of the Reactions to Tests (RTT) questionnaire (Worry, Tension, Test-Irrelevant Thinking, Bodily Symptoms) were compared with regard to intellective performance and cognitive interference. In Study 1, 390 undergraduates completed the Test Anxiety Scale (TAS) and responded to 91 items regarding their test reactions. In Study 2, 385 undergraduates completed the Cognitive Interference Questionnaire (CIQ), TAS, the Digit Symbol subscale of the WAIS, and the RTT. In Study 3, 180 undergraduates who had completed the RTT were administered difficult anagrams and the CIQ. Results are consistent with the idea that the problem of anxiety is, to a significant extent, a problem of intrusive thoughts that interfere with task-focused thinking. In the last of the 3 studies reported, it is shown that self-preoccupying intrusive thinking can be reduced by means of a task-focusing experimental condition. The studies suggest that the RTT questionnaire may be useful in defining anxiety more sharply and improving understanding of how it relates to performance. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-focused attention, gender, gender role, and vulnerability to negative affect.

Research has independently shown that both gender and self-focused attention are linked to depression. In this article, we report a series of studies investigating the relation between these variables. Using a standard self-focusing manipulation, Study 1 suggested that women evidence a greater propensity to self-focus than men. We replicated these findings in Study 2. In Study 3, we conducted an experiment to determine if sex role in conjuction with experimentally increased self-focused attention would lead to more emotional distress after a negative event had occurred. Results suggested that feminine individuals who received a self-focusing manipulation responded with greater levels of self-focused attention and negative affect than did any other group. We interpreted findings in terms of a tendency to self-focus that might prime feminine people to experience depression, or alternately, as a lack of self-focusing that may insulate masculine individuals from the experience of depression. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Hypnotizability and the deployment of waking attention.

Although most theoretical accounts of hypnosis stress the contribution of attentional processes, such processes have not been considered extensively in past efforts to identify correlates of hypnotizability. A recently developed measure of waking attention deployment—the random-number generation task (RNG)—is described, and the relation between RNG scores and hypnotizability is presented. In 5 heterogeneous subgroups, 68 college-age Ss performed a 2-min RNG task and were administered the Harvard Group Scale of Hypnotic Susceptibility, Form A. 41 of these Ss later received the individually administered Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C). Highly susceptible Ss (score of 8+ on each scale) demonstrated significantly better RNG performance than less susceptible Ss. This finding was replicated when using the SHSS:C as the measure of hypnotizability. Good randomizers scored an average of 2–3 points higher on both hypnotizability scales than poor randomizers. It is suggested that the process of deautomatization may be the common attentional mechanism that underlies hypnotizability and that is reflected in differential RNG performance. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal orientation and task demand effects on motivation, affect, and performance.

Two studies tested the joint effects of goal orientation and task demands on motivation, affect, and performance, examining different factors affecting task demands. In Study 1 (N?=?199), task difficulty was found to moderate the effect of goal orientation on performance and affect (i.e., satisfaction with performance). In Study 2 (N?≠&189), task consistency was found to moderate the effect of goal orientation on self-efficacy and intrinsic motivation. Results are discussed in relation to self-regulatory processes cued by goal orientations, attentional resource demands, and the need to match goal orientations to the nature of the task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness, test anxiety, and acknowledgment of contingencies.

72 undergraduates designated as high or low test anxious (Test Anxiety Questionnaire) received either controllable of uncontrollable noise in a typical helplessness induction. Half of them subsequently received an acknowledgment of contingencies in the induction task, and the other half did not. An anagram task was then administered. Test anxiety theory successfully predicted group differences in anagram performance: Only high-test-anxious Ss were debilitated by the helplessness induction. The effects of providing acknowledgment of contingencies proved ambiguous, but this may have been due to the wording of the acknowledgment and the susceptibility of high-test-anxious Ss to social dimensions of the task situation. Because of differences in terminology, learned helplessness theory has failed to take into account a large body of literature that has similarly employed experimenter-induced failure, and there are numerous competing explanations for impairments following a helplessness induction. Test anxiety theory suggests that the deficits underlying impaired performance are likely to be attentional in nature. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual accommodation and virtual images: do attentional factors mediate the interacting effects of perceived distance, mental workload, and stimulus presentation modality?

A study was conducted to examine the effect on the visual accommodation response of processing information presented either visually or aurally while viewing a real-world scene. A number of different conditions were tested in which a mental processing task, a virtual image overlaying the real world (as is the case with head-up displays), or both were present. These manipulations provided two factors that have previously been demonstrated to have some influence on the accommodation response: mental effort and perceived distance. They also allowed the investigation of the influence of the source modality of the information to be processed. The results suggested that these influences may have a cumulative effect on the visual accommodation response, possibly mediated by attentional factors.     

Downward comparison, prejudice, and evaluations of others: Effects of self-esteem and threat.

In two studies, we explored the effects of trait self-esteem and threats to the self-concept on evaluations of others. In Study 1, subjects high, moderate, and low in self-esteem received either success, failure, or no feedback on a test and later evaluated three pairs of targets: ingroups and outgroups based on a minimal intergroup manipulation, those who scored above average and those who scored below average on the test, and themselves and the average college student. Study 2 explored the effects of self-esteem and threat on ingroup favoritism in a real-world setting, campus sororities. Together, the results of these studies indicate that individuals high in self-esteem, but not those low in self-esteem, respond to threats to the self-concept by derogating outgroups relative to the ingroup when the group boundaries have evaluative implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating effect of self-esteem in reaction to voice: Converging evidence from five studies.

It has been posited that high self-esteem persons (high SEs) are more confident than low self-esteem persons (low SEs) of their capability to provide meaningful input in a decision process. If this is so, then high SEs should be more influenced by their perceived level of voice, relative to low SEs. Survey data from 4 field studies showed that voice was more positively related to various dependent variables among high SEs than low SEs. In Study 5, the authors experimentally manipulated voice as well as participants' beliefs about their capability to provide meaningful input. As expected, voice had a greater impact on the reactions of participants who were led to believe that they were more capable of providing meaningful input. Theoretical implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attentional load associated with performing and stabilizing preferred bimanual patterns.

This study aimed to determine whether the stability of preferred coordination patterns could be modified intentionally and whether such stabilization involved an additional attentional load. Eight participants performed in-phase and anti-phase bimanual coordination patterns, a reaction time (RT) task, and several dual tasks (coordination + RT) that manipulated attentional priority by requiring either shared attention, priority to the coordination task, or priority to the RT task. Results showed that RT was smaller for in-phase than anti-phase. Moreover, attentional manipulations led to a trade-off between pattern stability and RT performance. This suggests that performing and intentionally stabilizing a coordination pattern incur a central cost that depends on the coordination pattern's dynamic properties. Thus, this study opens a conceptual and methodological bridge between information processing and dynamic approaches to coordination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Medial prefrontal cortex lesions in the female rat affect sexual and maternal behavior and their sequential organization.

Temporal sequences of sexual and maternal behaviors in female rats and their correlation with each other and with performance on a sensory-motor gating response inhibition task assessed by prepulse inhibition (PPI) were investigated following medial prefrontal cortex (mPFC) lesions. Following excitotoxic mPFC (n = 10) or sham (n = 9) lesions, sexual behaviors across the ovarian cycle were scored. After mating and parturition, maternal interactions were scored until pups reached postnatal Day 10. After resumption of the ovarian cycle, the female rats were tested for PPI. Compared with sham lesions, mPFC lesions impaired proceptive behaviors and some maternal behaviors (e.g., pup retrieval, pup licking) but did not affect others (e.g., nest building, pup mouthing). Lesions disrupted temporal sequences of solicitations (number of male orientations followed, within 4 s, by a level change) and pup retrievals (number of pup retrievals followed, within 5 s, by another retrieval). These sequential behavior patterns were significantly correlated with each other and with PPI. However, when PPI effects were partialled out, group differences were less strong, but persisted. This study demonstrated that mPFC manipulations affect actions rich in sequential structure in response to biologically relevant stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spatially distributed instructions improve learning outcomes and efficiency.

Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-attention effect (Sweller & Chandler, 1994). Recent work, however, has suggested a new distinction between two common formats of spatially separated displays: spatially distributed versus spatially stacked (Jang & Schunn, 2010). Moreover, a distinction between instructions and learning task materials has rarely been made. Across two studies with 106 college students (56 in Study 1 and 50 in Study 2), we compared spatially distributed (multiple sources of information are placed side by side) versus spatially stacked (only one at the top is visible) instructions, without changing the learning task materials, on both task performance and learning. With materials more typical of practice, Study 1 showed that the distributed-display instructions led learners to more efficient learning; learners finished the task faster and scored higher in the overall learning test. With materials more tightly controlled for spatial format per se, Study 2 replicated the effect and found that the benefit of the distributed instructions appeared to be associated with changes in cognitive load. Implications for educational practice are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The significance of task significance: Job performance effects, relational mechanisms, and boundary conditions.

Does task significance increase job performance? Correlational designs and confounded manipulations have prevented researchers from assessing the causal impact of task significance on job performance. To address this gap, 3 field experiments examined the performance effects, relational mechanisms, and boundary conditions of task significance. In Experiment 1, fundraising callers who received a task significance intervention increased their levels of job performance relative to callers in 2 other conditions and to their own prior performance. In Experiment 2, task significance increased the job dedication and helping behavior of lifeguards, and these effects were mediated by increases in perceptions of social impact and social worth. In Experiment 3, conscientiousness and prosocial values moderated the effects of task significance on the performance of new fundraising callers. The results provide fresh insights into the effects, relational mechanisms, and boundary conditions of task significance, offering noteworthy implications for theory, research, and practice on job design, social information processing, and work motivation and performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnotic dissociation, dichotic listening, and active versus passive modes of attention.

Describes 2 experiments with 75 high and low hypnotically susceptible Ss (Harvard Group Scale of Hypnotic Susceptibility). Detecting left-channel targets interfered less with the shadowing of right-channel prose when performance of the former task was posthypnotically dissociated from consciousness. However, this superiority over an ordinary divided-attention condition was not due to unconscious target detection by Ss. Rather, the suggestions for posthypnotic responsiveness with amnesia apparently engendered a passive mode of attention to the left-channel task, such that Ss did not actively listen for targets in order to hear them. In Exp II, explicit instructions to adopt a strategy of attentional passivity to the target-detection task proved to be far more effective in producing the reduced-interference effect than the posthypnotic suggestions had been. The posthypnotic suggestions seemed to induce attentional passivity as an indirect effect of amnesia for the posthypnotic suggestions and for previously detected targets. Study findings are interpreted in terms of E. R. Hilgard's (1973) neodissociation theory. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unexpected improvement, decline, and stasis: A prediction confidence perspective on achievement success and failure.

The authors hypothesized that reactions to performance feedback depend on whether one's lay theory of intelligence is supported or violated. In Study 1, following improvement feedback, all participants generally exhibited positive affect, but entity theorists (who believe that intelligence is fixed) displayed more anxiety and more effort to restore prediction confidence than did incremental theorists (who believe that intelligence is malleable). Similarly, when performance declined, entity theorists displayed more anxiety and compensatory effort than incremental theorists. However, when performance remained rigidly static despite a learning opportunity, incremental theorists evinced more anxiety and compensatory effort than entity theorists. In Study 2, this pattern was replicated when the entity and incremental theories were experimentally manipulated. Study 3 demonstrated that for both groups, theory violation impairs subsequent task performance. Taken together, these studies provide evidence that lay theory violation and damaged prediction confidence have significant and measurable effects on emotion and motivation. The authors discuss the implications of these findings for the literature on achievement success and failure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disconnection of the amygdala central nucleus and the substantia innominata/nucleus basalis magnocellularis disrupts performance in a sustained attention task.

The basal forebrain cholinergic system is broadly implicated in the regulation of attention. Disruptions in the function of this system produce impairments in many attentional functions, including the performance of well-learned responses under increased attentional load and the surprise-induced enhancement of learning rate. Similarly, lesions of the amygdala central nucleus (CeA) have been found to impair attentional function in some circumstances. In the present article, the effects of lesions that disconnected CeA from the cholinergic substantia innominata/nucleus basalis magnocellularis (SI/nBM) on performance are examined in a modified 5-choice serial reaction time (5CSRT) task, thought to assess selective or sustained attention. The lesions impaired performance under conditions of increased attentional load, suggesting that a circuit that includes CeA and SI/nBM regulates these aspects of attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative effects of different test day challenges on performance in the 5-choice serial reaction time task.

The 5-choice serial reaction time task (5-CSRTT) is a valuable cognitive test that permits the simultaneous assessment of several different cognitive modalities, including attention, impulse control, processing speed, and cognitive flexibility. Increasing task difficulty on test days through various challenges can further enhance the versatility of this test by selectively enhancing the cognitive load on different aspects of the task. Systematic comparisons of the effects of different test day challenges on 5-CSRTT performance are essential to verify how these challenges affect different task measures and which manipulations are best suited for future studies of different aspects of cognition. We trained Wistar rats in the 5-CSRTT under standard conditions, then challenged them on the test days by (1) decreasing the duration of the stimulus to be detected, (2) increasing the time interval between trials (intertrial interval, ITI), (3) randomly varying the ITI, or (4) adding a flashing light distractor. All test day challenges produced distinct profiles of performance disruption that reflected differential effects on different cognitive modalities. Decreased stimulus duration selectively impaired attentional performance, while increased ITI increased impulsive-like premature responses and decreased trials completed. Variable ITI induced only mild, nonsignificant disruptions in response inhibition and processing speed, while the flashing light distractor produced comprehensive impairment affecting multiple aspects of 5-CSRTT performance, including disrupted attention and increased premature and timeout responses. This improved understanding of the effects of different test day challenges in the 5-CSRTT will allow researchers to use these manipulations of a valuable cognitive test to their full potential. (PsycINFO Database Record (c) 2011 APA, all rights reserved)