Dispositional reinvestment and skill failure in cognitive and motor tasks

Effects of anxiety and cognitive load on instrument scanning behavior in a flight simulation

“…Specifically, only in high cognitive load conditions were individual responses to the anxiety manipulation positively related to changes in the randomness of gaze behavior. This finding is in-line with the predictions of ACT, and also supports interaction effects found in previous experiments [12,13,14].…”

“…Although a number of simple laboratory tasks have suggested that the effects of anxiety are exacerbated when cognitive load is high [12,13,14], relative few studies have explored this prediction in a complex environment wherein operation performance relies heavily and continuously on instrument scanning behavior. In this current work, we trained participants to perform a simulated flight landing task under instrument flight rules in a fixed-base flight simulator.…”

Creating pressurised training environments in elite sport

“…Reeves et al, 2007). This scale has also been adopted by the same researchers outside of sport in cognitive and motor tasks (Kinrade et al, 2010). Regarding anxiety and heart-rate, these measures have been used across different activities to provide additional insights into participants' experiences under pressure.…”

“…Regarding anxiety and heart-rate, these measures have been used across different activities to provide additional insights into participants' experiences under pressure. For example, Oudejans and Pijpers (2009; examined anxiety via heart-rate and self-reported anxiety in two dart throwing studies, as did Mace and Carroll (1985) and Mace, Carroll and Eastman (1986) Based on the literature highlighted previously, perceptions of pressure were examined via asking participants to rate how much pressure they felt they were under on a 7-point Likert-type scale 9 (Kinrade et al, 2010;. On this scale 1…”

“…However, recently stressor-exposure programmes have developed into interventions specifically aiming to expose individuals to performance pressure (e.g., Kinrade, Jackson, & Ashford, 2010;Lawrence et al, 2014Oudejans & Pijpers, 2009Reeves et al, 2007). Termed pressure training (e.g., Beaumont et al, 2015;Bell et al, 2013;Sarkar et al, 2014), recent research into this approach may provide a more effective intervention for reducing choking and enhancing performance in sport than implicit learning, analogy learning, and process thinking.…”