Retention of learned temperature changes during problem solving.

ABSTRACT

In 2 studies (ns = 10, 9) college students were trained using biofeedback to lower or to raise finger temperature. Successful subjects were then asked to do distracting intellectual tasks, while simultaneously retaining the learned temperature changes. Results indicated that these changes could be maintained without detectable decreases in problem-solving efficiency in terms of either time or number of errors. These findings suggested that it might be possible for subjects to function efficiently outside the laboratory in their everyday activities while simultaneously exercising voluntary control over some autonomic processes.