Task-related arousal of Type A and Type B persons: Level of challenge and response specificity.

To determine whether different levels of challenge had differential effects on the arousal levels of Type A (coronary prone) and Type B (noncoronary prone) persons, 30 Type A and 30 Type B male undergraduates worked on an intelligence test task (digits backwards recall) that was easy, moderately difficult, or extremely difficult. Arousal was measured in terms of systolic blood pressure, diastolic blood pressure, pulse rate, pulse volume, skin resistance, and subjective arousal. Results indicate that, while working on the extremely difficult task, the Type A's evidenced reliably higher systolic blood pressure than did Type B's and that there were not reliable differences between Ss in systolic blood pressure at other levels of challenge or on other measures of arousal. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Additive effects of task difficulty and goal setting on subsequent task performance.

Notes that the setting of difficult goals has been consistently found to improve performance in both laboratory and field settings; however, the setting of difficult goals has sometimes been confounded with the difficulty of the task especially in field studies where the difficulty of goals and more complex tasks often co-vary. The present study investigated the relative contribution of goal setting and task difficulty to performance on chess problems. Employing a 3 * 3 factorial design, 82 chess-playing undergraduates attempted to solve either easy, moderately difficult, or difficult chess problems, after accepting either an easy, moderately difficult, or difficult goal. Results show that both goals and task difficulty contributed additively to task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task difficulty, goal setting, and strategy on performance of a heuristic task.

Investigated the relative contribution of goal setting and task difficulty to performance on a heuristic computer task with 128 undergraduates who attempted to solve either easy or difficult maze puzzles. Each S was assigned either an easy, moderate, or difficult goal or told to do his/her best. One month prior to the experiment, Ss responded to the Neuroticism scale of the Eysenck Personality Inventory to collect data on arousal. Data were also collected on acceptance, commitment, task complexity, and performance. Results show that both goals and task difficulty affected task performance, arousal, and perceptions of task complexity. A linear, rather than curvilinear, relationship was found between task arousal and performance. Contrary to prior research by G. A. Bassett (see record 1980-33518-001), results also show that, when the task was difficult, the setting of a difficult goal led to significantly lower performance. The decrease in performance in the difficult goal condition was attributed to the variation in performance strategy employed by these Ss as opposed to other Ss. It is argued that the setting of difficult goals may not be an effective motivational strategy when a heuristic, rather than algorithmic, solution is needed. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task demand and cardiovascular response magnitude: Further evidence of the mediating role of success importance.

The interactive effects of success importance and task demand on cardiovascular reactivity were investigated in 2 experiments. In Exp 1, Ss learned that success on an easy or difficult memory task would allow them to avoid a mild or severe noise. As expected, pretask and task elevations in heart rate and systolic blood pressure increased with difficulty only when the noise was to be severe. In Exp 2, Ss listened to a victim, attending either to how she must feel or to technical features of the presentation. Then they were given the chance to earn a donation by succeeding on an easy or difficult memory task. Pretask cardiovascular data accorded with predictions predicated on the assumption that the need to help would be greater among victim perspective Ss. For them, systolic elevations increased with difficulty, whereas for technical perspective Ss systolic elevations were low regardless of task demand. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does depression interfere with effort mobilization? Effects of dysphoria and task difficulty on cardiovascular response.

On the basis of predictions of the mood-behavior model (G. H. E. Gendolla, 2000) and motivational intensity theory (J. W. Brehm & E. A. Self, 1989), the authors conducted 2 studies that critically tested the common assumption that dysphoria is associated with a motivational deficit. Dysphoric and nondysphoric undergraduates performed a cognitive task that was either easy or difficult. Effort intensity (i.e., resource mobilization) was assessed as performance-related cardiovascular reactivity. In support of the authors' predictions and in contrast to the popular view of a general motivational deficit, both studies found a crossover interaction between dysphoria and task difficulty: In the difficult condition, nondysphoric participants indeed showed stronger systolic blood pressure reactivity than dysphoric participants. But in the easy condition, dysphoric participants showed stronger systolic reactivity than nondysphoric participants. The findings are discussed with respect to motivational deficits in depression and possible underlying mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting, conditions of practice, and task performance: A resource allocation perspective.

Hypotheses regarding the influence of goal assignments on performance of a novel, complex task under varying conditions of practice were derived from a cognitive resource allocation model. Goals and type of practice interacted in their effects on two key performance measures. In the massed-practice conditions, trainees assigned specific, difficult goals tended to perform poorer than trainees in the control (do your best goal) condition. In the spaced-practice conditions, goal trainees performed marginally better than control trainees. Self-report measures of goal commitment, and on-task, off-task, and affective thoughts during breaks and task performance provide additional evidence for the independent and interactive effects of goals and practice conditions on motivation and performance. Results provide further support for the resource allocation framework. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A psychobiocultural model of orthostatic panic among Cambodian refugees: Flashbacks, catastrophic cognitions, and reduced orthostatic blood-pressure response.

This paper investigates cognitive and physiological precursors of orthostatic panic (OP), that is, panic upon standing, which is a key complaint among traumatized Cambodian refugees. Prior research links OP to hypotension (lower blood pressure) and catastrophic cognitions. A clinical sample of 102 Cambodian refugees were assessed for posttraumatic stress disorder (PTSD), recent OP attacks, and anticipatory anxiety before engaging in an orthostatic challenge (OC) task during which they were monitored for blood pressure. After the task, they were assessed for OC-induced culture-related catastrophic cognitions, flashbacks, and panic attacks. We found that participants with recent OP (n = 60) had more PTSD, greater anticipatory anxiety before the OC, a larger drop in systolic blood pressure during the OC, more OC-induced catastrophic cognitions and flashbacks, and more severe OC-induced panic attack symptoms. Regression models showed that the severity of OC-induced panic symptoms was predicted by the magnitude of SBP drop and mediated by more severe catastrophic cognitions and flashbacks. Implications of the findings for cross-cultural psychopathology research and the treatment of both panic and PTSD in Cambodian refugees are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Context, feedback, and the calibration and resolution of confidence in perceptual judgments

The effects of variations in the global task difficulty context on judgmental confidence and confidence calibration were investigated in two experiments requiring perceptual comparisons. In Experiment 1, target judgments of moderate difficulty were embedded in a larger set of more difficult (hard context) or less difficult (easy context) judgments. Decisional response time on the target items was longer in the hard context condition, but there was no effect of difficulty context on target judgment confidence, accuracy, over/underconfidence, calibration, or resolution. In Experiment 2, each subject was exposed to three levels of local judgment difficulty. The global contextual difficulty manipulation involved varying the frequency with which the hard and easy judgments appeared, and the presence or absence of trial-by-trial response feedback was manipulated between subjects. As in Experiment 1, contextual difficulty affected decisional response times but not mean confidence ratings or accuracy. However, we found that providing feedback on a globally difficult task makes calibration worse. Also, resolution (the ability to differentiate correct from incorrect judgments) was found to be superior for easy judgments in a difficult context and for difficult judgments in an easy context. We discuss the implication of these findings for research on confidence and confidence calibration.     

The effect of motivation of judgment depends on the difficulty of the judgment.

Three studies tested the hypothesis that high levels of motivation facilitate accurate judgments when judgments are relatively easy but debilitate judgments when judgments are relatively difficult. Each study focused on a different judgmental heuristic, and each made use of different motivation and task difficulty manipulations. In all 3 studies, high levels of motivation increased judgmental accuracy in the case of easy judgments and decreased judgmental accuracy in the case of difficult judgments. Theoretical implications and ecological limitations of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation, anxiety, and the difficulty of avoidant control.

Examined in 105 male undergraduates, whether avoidant control that was difficult to exercise induced greater physiologic arousal and unpleasant affect than easy-avoidant control or no-avoidant control. Two types of control difficulty were distinguished and factorially varied: control difficulty due to the effortfulness of a controlling activity and control difficulty due to uncertainty about how to exercise control over an unpleasant outcome. To examine responses under conditions where avoiding an unpleasant event is impossible, a cell was included in which Ss were not given the means by which to exercise control. In all but 1 condition, when avoidance was expected to be easy or impossible (a) pulse rates were lower, (b) digital pulse volumes were higher, (c) self-reported anxiety was lower, and (d) ratings of the stressor's unpleasantness were lower than they were when avoidance was expected to be difficult. In the high-effort-exercise/high-response-uncertainty condition, cardiovascular arousal, self-reported anxiety, and shock umpleasantness scores were relatively low, suggesting that control was sufficiently difficult in that condition to cause Ss to give up. Results are discussed in terms of a model of motivation (J. W. Brehm), conceptions of anxiety, and the relation between stress and control. (51 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)     

Task complexity as a moderator of goal effects: A meta-analysis.

Much evidence exists that supports the use of goal setting as a motivational technique for enhancing task performance; however, little attention has been given to the role of task characteristics as potential moderating conditions of goal effects. Meta-analysis procedures were used to assess the moderator effects of task complexity for goal-setting studies conducted from 1966 to 1985 (n?=?125). The reliability of the task complexity ratings was .92. Three sets of analyses were conducted: for goal-difficulty results (hard vs. easy), for goal specificity–difficulty (specific difficult goals vs. do-best or no goal), and for all studies collapsed across goal difficulty and goal specificity–difficulty. It was generally found that goal-setting effects were strongest for easy tasks (reaction time, brainstorming), d?=?.76, and weakest for more complex tasks (business game simulations, scientific and engineering work, faculty research productivity), d?=?.42. Implications for future research on goal setting and the validity of generalizing results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between task difficulty and the criterion: Should we measure early or late?

Considers that task difficulty and the time at which criterion measures are taken are interrelated: if a task is easy, the effect of an independent variable, in terms of optimal discriminability on a criterion measure, will be evidenced most clearly early in a task; if a task is difficult, the effect of an independent variable will show up later in the task. This formulation was tested and corroborated in an experiment with 64 groups of 3 male or female undergraduates. A method of treating this hypothesis statistically is offered, along with a conjectural means of classifying tasks into easy or hard categories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Joint effects of assigned goal level and incentive structure on task performance: A laboratory study.

Tested the effects of goal level and type of incentive system on the task performance of 124 undergraduates in an arithmetic task. The assigned goal level was either easy, moderately difficult, or difficult to reach. ANOVA results supported the hypothesis that in high goal conditions, Ss' performance would be differentially affected by the type of incentive structure. In the piece-rate incentive system, Ss' performance was significantly higher in high goal conditions than in moderate or low goal conditions. Conversely, in the bonus incentive system, performance in high goal conditions was lower than in moderate or low goal conditions. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining performance variability: Contributions of goal setting, task characteristics, and evaluative contexts.

263 undergraduates participated in a factorial design consisting of 4 goal conditions (no goal, do your best, easy goal, and difficult goal)?×?3 evaluative contexts (control, peer evaluation, and compliance)?×?2 task characteristics (low and high variety)?×?2 (order of task presentation); all Ss worked on 2 tasks (manual and cognitive). Univariate MANOVAs revealed that performance on the cognitive task was significantly affected by type of goal, task variety, and evaluative context. Performance on the manual task was affected by task variety and evaluative context but not by type of goal. For both tasks, satisfaction was adversely affected by the presence of goals but was unaffected by evaluative contexts. For the cognitive task only, satisfaction was significantly higher in the low-variety condition. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived performance norm as a mediator in the effect of assigned goal on personal goal and task performance.

We conducted two experiments to test the hypothesis that assigned goals affect personal goals and task performance, in part, by providing normative information about the task. Normative information inferred from the goal was expected to influence performance expectancy and performance valence, which, in turn, would affect personal goal and, ultimately, performance. In Experiment 1, 60 undergraduate students were assigned performance goals of varying difficulty on a brainstorming task, and measures of perceived norm, performance expectancy, performance valence, personal goal, and task performance were obtained. Results of analyses of covariance and path analysis were generally consistent with the proposed cognitive mediation model. In Experiment 2, information about the performance norm was manipulated independently of goal difficulty for 135 undergraduates working on the same brainstorming task. Results of similar analyses revealed that (a) the effects of goal difficulty observed in Experiment 1 were attenuated by the presentation of normative information and (b) performance norm had significant effects on all of the dependent variables. The findings have implications for the integration of motivation theories and for the use of goal setting as a motivational technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance.

The authors conducted 2 studies of subconscious goal motivation. First, the authors ran a pilot study to establish the effects of priming of subconscious goals on a performance task frequently used in goal setting research. Second, the authors conducted the main study in which the authors examined the effects of both priming of subconscious goals and assigned conscious goals on the same performance task. The authors found significant main effects of both manipulations and a significant interaction between subconscious and conscious goals. The effects of conscious difficult and do-best goals were enhanced by subconscious goals, although conscious easy goals were not affected. All effects from the main study still held after 1 day. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in children's responses to adult pressure for achievement.

Studied the achievement-oriented behaviors of 64 1st and 64 4th graders under either a neutral or an achievement-emphasis condition and with either a female or a male E. After seeing a memory task with 7 levels of difficulty, Ss selected 1 level to try. Selection of a moderately challenging task was defined as high-achievement orientation and selection of an easy or difficult task as low-achievement orientation. Fourth graders were more achievement oriented than 1st graders and were not influenced by the sex of the E; however, when the 1st graders were encouraged to achieve, boys responded positively to the male E but negatively to the female. For the girls, the pattern was reversed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrinsic motivation as influenced by task interdependence and goal setting.

The effects of task interdependence and goal setting on intrinsic motivation were examined using a laboratory, resource allocation task. A total of 64 managers worked on two tasks, one involving pooled interdependence, and the other, reciprocal interdependence. Results showed an interaction between task interdependence and goal setting affecting intrinsic motivation. In particular, for the task involving pooled interdependence, assigning specific, difficult goals increased intrinsic motivation above that experienced by subjects who were assigned a general goal. However, for the task involving reciprocal interdependence, assigning specific, difficult goals decreased intrinsic motivation below that experienced by subjects who were assigned a general goal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal Self-Efficacy and Experimentally Manipulated Infant Difficulty Effects on Maternal Sensory Sensitivity: A Signal Detection Analysis.

The impact of differences in maternal self-efficacy and infant difficulty on mothers' sensitivity to small changes in the fundamental frequency of an audiotaped infant's cry was explored in 2 experiments. The experiments share in common experimental manipulations of infant difficulty, a laboratory derived measure of maternal efficacy (low, moderate, and high illusory control), and the use of signal detection methodology to measure maternal sensory sensitivity. In Experiment 1 (N = 72), easy and difficult infant temperament was manipulated by varying the amount of crying (i.e., frequency of cry termination) in a simulated child-care task. In Experiment 2 (N = 51), easy and difficult infant temperament was manipulated via exposure to the solvable or unsolvable pretreatment of a learned helplessness task to mirror mothers' ability to soothe a crying infant. In both experiments, only mothers with high illusory control showed reduced sensory sensitivity under the difficult infant condition compared with the easy infant condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)