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1.
Anxiety Stress Coping ; 31(1): 107-120, 2018 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-28945116

RESUMO

Background and objectives Specificity of practice proposes optimal performance is linked to the conditions under which learning occurred. The present study investigated this effect within a pressure context to determine whether offline and/or online control processes develop specificity through the introduction or removal of performance pressure. Methods Forty novices practiced a two-dimensional stimulus-response discrimination task in one of four groups; two control (control-control and anxiety-anxiety) and two experimental (control-anxiety and anxiety-control). In the experimental groups, participants experienced a switch in conditions of pressure both early and late in practice, i.e., practiced in low-pressure and transferred to high-pressure (control-anxiety group) or the reverse of this (anxiety-control group). Results A significant acquisition-to-transfer decrement in performance occurred for both experimental groups. This offers support for a pressure-performance specificity effect because a change in conditions of pressure (regardless if that was an increase or decrease) resulted in performance decrements. Furthermore, the reaction time measure of offline control was affected by the change to a significantly greater extent than the movement time measure of online control. Conclusions Increases in offline control processes was a performance strategy adopted to combat the disruption that pressure caused to the processes associated with adjusting or planning movements online.


Assuntos
Ansiedade/psicologia , Discriminação Psicológica/fisiologia , Prática Psicológica , Desempenho Psicomotor/fisiologia , Adulto , Feminino , Humanos , Masculino , Tempo de Reação/fisiologia , Adulto Jovem
2.
Psychol Res ; 78(5): 634-50, 2014 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-24162389

RESUMO

We investigated for the first time whether the principles of specificity could be extended to the psychological construct of anxiety and whether any benefits of practicing with anxiety are dependent on the amount of exposure and timing of that exposure in relation to where in learning the exposure occurs. In Experiment 1, novices practiced a discrete golf-putting task in one of four groups: all practice trials under anxiety (anxiety), non-anxiety (control), or a combination of these two (i.e., the first half of practice under anxiety before changing to non-anxiety conditions, anxiety-control, or the reverse of this, control-anxiety). Following acquisition, all groups were transferred to an anxiety condition. Results revealed a significant acquisition-to-transfer decrement in performance between acquisition and transfer for the control group only. In Experiment 2, novices practiced a complex rock climbing task in one of the four groups detailed above, before being transferred to both a high-anxiety condition and a low-anxiety condition (the ordering of these was counterbalanced across participants). Performance in anxiety transfer was greater following practice with anxiety compared to practice without anxiety. However, these benefits were influenced by the timing of anxiety exposure since performance was greatest when exposure to anxiety occurred in the latter half of acquisition. In the low-anxiety transfer test, performance was lowest for those who had practiced with anxiety only, thus providing support for the specificity of practice hypothesis. Results demonstrate that the specificity of learning principle can be extended to include the psychological construct of anxiety. Furthermore, the specificity advantage appears dependent on its timing in the learning process.


Assuntos
Ansiedade , Prática Psicológica , Desempenho Psicomotor/fisiologia , Transferência de Experiência/fisiologia , Adolescente , Adulto , Feminino , Humanos , Masculino , Adulto Jovem
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