Cognitive psychology: theory and applications

¶ … limit your summary to 8 sentences.

The research area is in cognitive processes related to performance, skill learning, and execution. It is related to research on mathematics anxiety, stereotype threats, and how those factors affect performance on math-related tasks. In particular, the researchers are interested in the "choking under pressure" phenomenon in which individuals perform poorer than expected on a task they have mastered, because they are under pressure. Moreover, the research touches upon working memory and its relationship to performance on mathematics tasks. Working memory is defined as a short-term memory system that can be especially relevant to concentration on a specific task at hand. Anxiety has been shown to impede working memory, basically by clogging it up with the worrisome thoughts.

Why was the current study conducted?

The current study was conducted to identify the individual traits and circumstances in which choking under pressure is most likely to occur. There has not been much research on this specific subject area, and the mechanisms by which working memory impacts performance are not well-known.

3. State the independent variable(s). If the author(s) of the article you chose to read conducted more than one experiment, please state the independent variable(s) for each experiment.

The independent variables included the pressure conditions, working memory demands, and the characteristics of the participants as being either low in working memory capacity or high in working memory capacity. High demand, low demand, high pressure, low pressure, high working memory trait, and low working memory trait are the six core independent variables.

4. State the dependent variable(s). If the author(s) of the article you chose to read conducted more than one experiment, please state the dependent variable(s) for each experiment.

The dependent variables are performance outcomes on specific tests, all of which have a mathematical component. In particular, modular arithmetic (MA) tests were selected because they can mimic real world mathematical tasks while also providing new stimuli that challenge even those with a high aptitude.

5. State the hypothesis (es). If the author(s) of the article you chose to read conducted more than one experiment, please state the hypothesis (es) for each experiment.

There are two hypotheses. The first is that persons with low working memory capacity will be more prone to choking under pressure because they had a lower capacity for success to begin with. The second is that persons with high working memory capacity will be more prone to choking under pressure because they rely more heavily on working memory to accomplish cognitive tasks, and pressure consumes the working memory necessary for their success.

6. Describe the experimental procedure (e.g., what took place, the tasks that the subjects/participants completed). If the author(s) of the article you chose to read conducted more than one experiment, please describe the general procedure for each experiment.

The procedure has multiple parts. First, the researchers offered a simple fixation point before beginning the MA tasks. Then a practice round consisted of three low-demand and three high-demand problems delivered in random order. The main part of the experiment was the test consisting of 24 questions each for the low pressure and high pressure scenarios. The 24 questions were subdivided into those that were high demand and low demand. Pressure conditions were simulated in three ways: monetary incentives, peer pressure, and social evaluation.

7. Describe the results of the study.

The results were that the persons with high working memory capacity suffered the most from pressure. When there was no pressure, however, the high working memory capacity individuals did perform better than their low capacity counterparts. Pressure was the variable that impacted performance the most, but only for high capacity persons. Low working memory individuals did not suffer appreciably under pressure, showing that working memory is indeed crucial to success and also sensitive to pressure constraints such as social evaluation.

8. How are these findings relevant to everyday life? Provide at least two examples. At least one of these examples should be an original example. That is, it should not be mentioned by the author(s) of the research article.

These findings are highly relevant for a number of real life scenarios. One example is in school children or in students at university level. Students who do well on their homework and low-pressure class exercises might choke under pressure, such as when they are a leader of a team, when there are time constraints on them, or when they are being watched closely. Another example is in the workplace. Employees who depend on their working memory might choke in high-pressure scenarios, such as public speaking engagements or competing with a colleague for an important contract. The implications are that persons who have a high capacity for success should develop their skills in coping with anxiety.

9. Describe two ways in which this research expands upon the theories and concepts discussed in class? You may wish to consult your textbook and lecture notes. Please cite appropriately (in APA format) when you discuss information from your text (e.g., Goldstein, 2011) and from your class notes (e.g., Trammell, personal communication, 2013). Please limit your response to 8 sentences.

The theories and concepts discussed in class have to do more with general cognitive psychology. Short-term memory is discussed, but not in terms of working memory in the context of performance on cognitively demanding tasks like mathematics. We have not learned that working memory is like a flash drive, in that the brain is able to process material effectively and rapidly by relying on short-term memory space. Yet anxiety also takes up this short-term memory space. Invading working memory, anxiety therefore inhibits performance. This would seem to be true for everyone, but it is especially true for those who rely most on short-term or working memory. It appears that the most successful or most capable persons are those who rely strongly on their working memory.