The present study explores the interaction between anxiety-inducing stimuli and cognitive task performance. (#) college-aged, participants were randomly assigned to one of four groups, one with a visual timer, an auditory timer, both, or a control group with no timer. Participants were instructed to complete 30 anagrams in five minutes. It was predicted that the auditory and visual timers would significantly impair cognitive performance and the participants in the experimental groups would complete fewer anagrams correctly than the control group. The scores from each group were then compared with one another. (Results)
Keywords: working memory, test anxiety, cognitive performance
The Effect of Anxiety on Cognitive Performance The purpose of this study is to investigate the effects of anxiety on cognitive function of college students. Anxiety occurs in the presence of real and perceived threats and is characterized as by worry and apprehension (Maloney, Sattizahn, and Beilock, 2014). Facing anxiety in everyday life is unavoidable and can influence behavior and cognitive functioning. One of the most common forms of anxiety comes in the form of test anxiety (Maloney et al.). Test anxiety is a form of anxiety that is commonly felt in situations involving tests and is associated with low exam scores (Maloney et al., 2014). …show more content…
This type of anxiety typically appears in early childhood and increases as the student progresses up grade levels. According to the article by Maloney et al it is estimated that 25% of students in primary and secondary school experience test anxiety. The fear of failure that originates from test anxiety may prevent the test taker from performing well on their exam or assessment. Individuals that experience low amounts of anxiety before and during a test tend to outperform individuals that experience high amounts of anxiety (Maloney et al.). Physiological Impacts of Anxiety When an individual perceives a situation as a threat, in this case a test, they may experience anxiety, which is the body’s warning system that enables the individual to behave accordingly (Maloney et al., 2014). While experiencing an anxious state the sympathetic nervous system activates which increases heart rate and muscle tension. These physiological responses are in “competition with the prefrontal cortical resources that would otherwise be used for cognitive functioning” (Maloney et al., Physiological Responses section, para. 3). The scattering of these resources can lead to fewer resources available for cognitive functioning as well as other processes, which can lead to decreased performance. These processes can include visual processing. According to a study by Shackman, Maxwell, McMenamin, Greischar, and Davidson, (2011) participants who were exposed to a threat of shock while performing spatial tasks showed significant decreases in performance. EMG and ERP showed that visual processing and spatial tracking was weakened when participants were under stress. Anxiety and Working Memory Anxiety is believed to interfere with working memory and decreased performance (Maloney et al., 2014). Working memory is a type of short-term memory responsible for storing and processing information that an individual is focusing on. A test taker may experience anxiety-inducing negative thoughts, which can take up the processing space used in working memory (Maloney et al.). Test takers become preoccupied with both the anxiety-inducing negative thoughts or worries and the task, doing two things at once. By “dual-tasking”, the amount of …show more content…
Visual-spatial working memory is the memory process that focuses on spatial attention and spatial processes (what individuals see) while auditory working memory focuses on processing what is heard (Vytel, Cornwell, Letkiewics, Arkin, & Grillon, 2013). According to study performed by Vytel et al., participants that were exposed to an anxiety-inducing scenario (risk of electric shock), showed a significant decrease in task performance in a series of spatial and verbal tasks. There were two shock levels, low pain to moderate pain, each with different amount of amps being produced (Vytel et al.) The threat of shock used in this study elicited anxiety, impaired auditory working memory processes in moderate anxiety-inducing groups, and impaired spatial working memory in low and moderate levels of anxiety-inducing groups.
In the present study, anxiety is induced with a visual timer, auditory timer, and both rather than electric shock in order to determine their effect on task performance involving anagram completion. According to the hypothesis, if participants are exposed to a visual timer, auditory timer, or both then they will complete fewer anagrams than participants with no
Keywords: working memory, test anxiety, cognitive performance
The Effect of Anxiety on Cognitive Performance The purpose of this study is to investigate the effects of anxiety on cognitive function of college students. Anxiety occurs in the presence of real and perceived threats and is characterized as by worry and apprehension (Maloney, Sattizahn, and Beilock, 2014). Facing anxiety in everyday life is unavoidable and can influence behavior and cognitive functioning. One of the most common forms of anxiety comes in the form of test anxiety (Maloney et al.). Test anxiety is a form of anxiety that is commonly felt in situations involving tests and is associated with low exam scores (Maloney et al., 2014). …show more content…
This type of anxiety typically appears in early childhood and increases as the student progresses up grade levels. According to the article by Maloney et al it is estimated that 25% of students in primary and secondary school experience test anxiety. The fear of failure that originates from test anxiety may prevent the test taker from performing well on their exam or assessment. Individuals that experience low amounts of anxiety before and during a test tend to outperform individuals that experience high amounts of anxiety (Maloney et al.). Physiological Impacts of Anxiety When an individual perceives a situation as a threat, in this case a test, they may experience anxiety, which is the body’s warning system that enables the individual to behave accordingly (Maloney et al., 2014). While experiencing an anxious state the sympathetic nervous system activates which increases heart rate and muscle tension. These physiological responses are in “competition with the prefrontal cortical resources that would otherwise be used for cognitive functioning” (Maloney et al., Physiological Responses section, para. 3). The scattering of these resources can lead to fewer resources available for cognitive functioning as well as other processes, which can lead to decreased performance. These processes can include visual processing. According to a study by Shackman, Maxwell, McMenamin, Greischar, and Davidson, (2011) participants who were exposed to a threat of shock while performing spatial tasks showed significant decreases in performance. EMG and ERP showed that visual processing and spatial tracking was weakened when participants were under stress. Anxiety and Working Memory Anxiety is believed to interfere with working memory and decreased performance (Maloney et al., 2014). Working memory is a type of short-term memory responsible for storing and processing information that an individual is focusing on. A test taker may experience anxiety-inducing negative thoughts, which can take up the processing space used in working memory (Maloney et al.). Test takers become preoccupied with both the anxiety-inducing negative thoughts or worries and the task, doing two things at once. By “dual-tasking”, the amount of …show more content…
Visual-spatial working memory is the memory process that focuses on spatial attention and spatial processes (what individuals see) while auditory working memory focuses on processing what is heard (Vytel, Cornwell, Letkiewics, Arkin, & Grillon, 2013). According to study performed by Vytel et al., participants that were exposed to an anxiety-inducing scenario (risk of electric shock), showed a significant decrease in task performance in a series of spatial and verbal tasks. There were two shock levels, low pain to moderate pain, each with different amount of amps being produced (Vytel et al.) The threat of shock used in this study elicited anxiety, impaired auditory working memory processes in moderate anxiety-inducing groups, and impaired spatial working memory in low and moderate levels of anxiety-inducing groups.
In the present study, anxiety is induced with a visual timer, auditory timer, and both rather than electric shock in order to determine their effect on task performance involving anagram completion. According to the hypothesis, if participants are exposed to a visual timer, auditory timer, or both then they will complete fewer anagrams than participants with no