Social anxiety, state dependence, and the next-in-line effect

Bond, Charles F.; Omar, Adnan

doi:10.1016/0022-1031(90)90034-j

Cited by 14 publications

(5 citation statements)

References 24 publications

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“…Alternatively, high-social-anxious individuals may have greater difficulty performing the brainstorming task under conditions of high apprehension. For example, Bond and Omar (1990) reported that the memory deficit of what happens while one is next in line for a public performance occurs primarily for individuals who are socially anxious. It is also possible that the poor performance of the socially anxious participants was related to their sensitivity to production blocking.…”

Section: Discussionmentioning

confidence: 99%

The role of social anxiousness in group brainstorming.

Camacho

Paulus²

1995

Journal of Personality and Social Psychology

273

223

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The authors predicted that individuals high in dispositional anxiousness would perform poorly when brainstorming in groups but not during solitary brainstorming. Experiment 1 demonstrated this result in a comparison of groups of 4 that were all high or all low in interaction anxiousness. In groups with 2 low-anxious and 2 high-anxious individuals, the low-anxious individuals lowered their performance in the direction of the high-anxious individuals. These results suggest that part of the productivity loss observed in interactive brainstorming groups may be due to the inhibited performance of individuals who are uncomfortable with group interaction. Moreover, these individuals may influence others in the group to lower their performance in line with that inhibited performance level. Experiment 2 demonstrated that the poor performance of socially anxious groups in interactive brainstorming is not dependent on whether group members have individual microphones or share 1 common microphone.The group brainstorming approach to idea generation is used widely under the assumption that it is more efficient than individual idea generation. The traditional procedure consists of a set of rules that presumably encourage high productivity (Osborn, 1957). These rules are: express all ideas that come to mind, the wilder the better; quantity is wanted, so the more the better; criticism is ruled out; and improve and combine ideas already presented. However, researchers repeatedly have found that nominal groups (combined performance of individuals brainstorming alone) are more productive than interactive brainstorming groups (i.e.

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Section: Discussionmentioning

confidence: 99%

The role of social anxiousness in group brainstorming.

Camacho

Paulus²

1995

Journal of Personality and Social Psychology

273

223

View full text Add to dashboard Cite

show abstract

“…In addition, people who are self-absorbed during interactions have difficulty devoting sufficient attention to what other people say and do, thereby interfering with memory. Research on the "nextin-line effect" shows that ruminating about what one is going to say when it is one's turn to speak to a group interferes with memory for what other people say (Bond & Omar, 1990;Brenner, 1973). Similarly, feeling conspicuous undermines people's memories for what happens during social en-counters (Kimble & Zehr, 1982), presumably because self-thoughts use cognitive resources needed to remember details about the encounter.…”

Section: Self-reflection and Self-ruminationmentioning

confidence: 99%

When selves collide: The nature of the self and the dynamics of interpersonal relationships.

Leary

2002

Self and Motivation: Emerging Psychological Perspectives.

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The theorists who first discussed self processes from psychological perspectives viewed the self as firmly rooted in interpersonal interactions and relationships. From James's (1890) discussion of the social me to Cooley's (1902) concept of the looking glass self to Mead's (1934) analysis of self and perspective-taking, early writers saw that the capacity for self-reflexive thought was intimately involved in how people relate to one another. Although later researchers did not deny the interpersonal aspects of the self, the focus of most theory and research during the 20th century was primarily on the self as a cognitive entity that structures perceptions, motivates behaviors (e.g., in a quest for self-esteem or self-consistent information), and guides decisions and actions. Thus, concepts such as self-schema, selfefficacy, self-consistency, self-regulation, and self-enhancement dominated discussions of the self. In the past decade, however, theorists and researchers have refocused attention on the relational aspects of the self: how the self arises from social interaction and then plays an important role in influencing how people negotiate the complexities of social life.

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“…Prior research has highlighted two main components of performance anticipation: thoughts about one's upcoming performance (e.g., Bond & Kirkpatrick, 1982), and performance anxiety (e.g., Bond & Omar, 1990). Below, we outline each component and explain how they contribute to the negative relation between performance anticipation and memory.…”

Section: Why Does Performance Anticipation Reduce Memory?mentioning

confidence: 99%

Performance anticipation diminishes memory: Evidence from a simulated classroom.

Caron

Hicks

Browne

et al. 2021

Journal of Applied Research in Memory and Cognition

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Students frequently engage in public speaking in their classes (e.g., giving oral presentations). Here we hypothesized that students' anticipation of giving a class presentation hinders their ability to learn information that precedes their presentation. We tested this hypothesis in a simulated classroom, in which undergraduate participants (N = 240) prepared short presentations. Participants were either informed (privately) that they would be presenting 2nd, that they would be presenting 5th, or that they would not be presenting. A research confederate gave the first presentation, after which students' memory for that presentation was assessed via a multiple-choice quiz. As predicted, students who expected to present (either 2nd or 5th) had significantly lower quiz scores compared to students who did not expect to present; those presenting 2nd did not significantly differ from those presenting 5th. We propose an account of how performance anticipation reduces memory and discuss educational implications.

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Social anxiety, state dependence, and the next-in-line effect

Cited by 14 publications

References 24 publications

The role of social anxiousness in group brainstorming.

The role of social anxiousness in group brainstorming.

When selves collide: The nature of the self and the dynamics of interpersonal relationships.

Performance anticipation diminishes memory: Evidence from a simulated classroom.

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