Effects of trait anxiety and situational stress on attentional shifting are buffered by working memory capacity

Edwards, Mark S.; Moore, Philippa; Champion, James; Edwards, Elizabeth J.

doi:10.1080/10615806.2014.911846

Cited by 42 publications

(64 citation statements)

References 25 publications

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“…In addition, our study found that high cognitive scores as assessed by the CAT test predicted performance in the games (higher scores corresponded to higher risk aversion) but did not interact with stress effects on either game. These findings are somehow at odds with emerging evidence indicating that individuals that score higher in tests for executive function are less vulnerable to performance deficits in cognitive tasks resulting from stress or anxiety (Johnson & Gronlund, ; Owens et al ., ; Edwards et al ., ; Thoresen et al ., ).…”

Section: Discussionmentioning

confidence: 98%

Acute stress alters individual risk taking in a time‐dependent manner and leads to anti‐social risk

Bendahan

Göette

Thoresen

et al. 2016

Eur J of Neuroscience

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Decision-making processes can be modulated by stress, and the time elapsed from stress induction seems to be a crucial factor in determining the direction of the effects. Although current approaches consider the first post-stress hour a uniform period, the dynamic pattern of activation of the physiological stress systems (i.e., the sympathetic nervous system and hypothalamic-pituitary-adrenal axis) suggests that its neurobehavioural impact might be heterogeneous. Here, we evaluate economic risk preferences on the gain domain (i.e., risk aversion) at three time points following exposure to psychosocial stress (immediately after, and 20 and 45 min from onset). Using lottery games, we examine decisions at both the individual and social levels. We find that risk aversion shows a time-dependent change across the first post-stress hour, evolving from less risk aversion shortly after stress to more risk averse behaviour at the last testing time. When risk implied an antisocial outcome to a third party, stressed individuals showed less regard for this person in their decisions. Participants' cortisol levels explained their behaviour in the risk, but not the antisocial, game. Our findings reveal differential stress effects in self-and other-regarding decision-making and highlight the multidimensional nature of the immediate aftermath of stress for cognition.

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Section: Discussionmentioning

confidence: 98%

Acute stress alters individual risk taking in a time‐dependent manner and leads to anti‐social risk

Bendahan

Göette

Thoresen

et al. 2016

Eur J of Neuroscience

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“…A sense of safety falls into the realm of emotion, and may pose unnecessary extraneous load to a learning experience and hinder performance similarly to studies previously discussed7 8 45 Learners must be comfortable with their facilitators, and be free to ask questions. Rudolph et al suggest that a simulation briefing should address four major points to create a safe container for the learner.…”

Section: Strategies To Address Extraneous Loadmentioning

confidence: 99%

“…Psychology literature suggests that anxiety during high cognitive demand activities impairs processing efficiency 45. While using simulation as an educational tool, the effects of a crying family member at the bedside interrupting care could create a high stress experience on the learner.…”

Section: Strategies To Address Extraneous Loadmentioning

confidence: 99%

Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory

Meguerdichian

Walker²,

Bajaj

2016

BMJ STEL

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This analysis explores how to optimise knowledge transfer in healthcare simulation by applying cognitive load theory to curriculum design and delivery for both novice and expert learners. This is particularly relevant for interprofessional learning which is team-based, as each participant comes to the simulation experience with different levels of expertise. Healthcare simulation can offer opportunities to create complex and dynamic experiences that replicate real clinical situations. Understanding Cognitive Load Theory can foster the acquisition of complex knowledge, skills and abilities required to deliver excellence in patient care without overwhelming a learner's ability to handle new materials due to working memory limitations. The 2 aspects of working memory that will be explored in this paper are intrinsic load and extrinsic load. These will be addressed in terms of the learner's level of expertise and how to consider these elements to enhance the learning environment in simulation scenario development and delivery. By applying the concepts of Cognitive Load Theory, this paper offers educators a method to tailor their curricula to navigate working memory and optimise the opportunity for knowledge transfer.

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“…Second, some attentional control measurements in these studies (e.g., Stroop task, Booth and Sharma, 2009; highly demanding dual-task, Johnson and Gronlund, 2009; attentional shifting task, Edwards M.S. et al, 2015) confounded attentional control (e.g., the eye movement data) and task performance (e.g., accuracy or reaction time), which might make the indicators less sensitive.…”

Section: Introductionmentioning

confidence: 99%

“…To date, several studies have explored the effects of WMC and anxiety (including TA and SA) on attentional control (Booth and Sharma, 2009; Johnson and Gronlund, 2009; Edwards M.S. et al, 2015; Wood et al, 2015; Wright et al, 2014), but the results of these studies are inconsistent.…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Working Memory Capacity on Attentional Control under Pressure

2017

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The present study aimed to examine the effects of working memory capacity (WMC) and state anxiety (SA) on attentional control. WMC was manipulated by (a) dividing participants into low- and high-WMC groups (Experiment 1), and (b) using working memory training to improve WMC (Experiment 2). SA was manipulated by creating low- and high-SA conditions. Attentional control was evaluated by using antisaccade task. Results demonstrated that (a) higher WMC indicated better attentional control (Experiments 1 and 2); (b) the effects of SA on attentional control were inconsistent because SA impaired attentional control in Experiment 1, but favored attentional control in Experiment 2; and (c) the interaction of SA and WMC was not significant (Experiments 1 and 2). This study directly manipulated WMC by working memory training, which provided more reliable evidence for controlled attention view of WMC and new supportive evidence for working memory training (i.e., far transfer effect on attentional control). And the refinement of the relationship between anxiety and attentional control proposed by Attentional Control Theory was also discussed.

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Effects of trait anxiety and situational stress on attentional shifting are buffered by working memory capacity

Abstract: Results are interpreted with respect to ACT and directions for future research are discussed.

Cited by 42 publications

References 25 publications

Acute stress alters individual risk taking in a time‐dependent manner and leads to anti‐social risk

Acute stress alters individual risk taking in a time‐dependent manner and leads to anti‐social risk

Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory

The Benefits of Working Memory Capacity on Attentional Control under Pressure

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