More on the fragility of performance: Choking under pressure in mathematical problem solving
More on the fragility of performance: Choking under pressure in mathematical problem solving
复制标题
DOI：
10.1037/0096-3445.133.4.584
复制
发表时间：
2004-12-01
影响因子：
4.1
通讯作者：
Carr, TH
中科院分区：
文献类型：
--
作者：
Beilock, SL;Kulp, CA;Carr, TH
在三个实验中，作者测试了在压力下解决数学问题的能力。在实验1中，压力只会在需要大量工作记忆的未练习问题上影响表现。在实验2中，这样的高要求问题被练习，直到他们的答案直接从记忆中检索出来。这消除了压力下的窒息。实验3通过对每个练习1、2或50次的问题施加高压测试，将特定问题的练习与解决算法的练习分离开来。不经常练习的高要求问题在压力下仍然表现不佳，而每个问题练习50次则不会。这些发现支持数学窒息的分心理论，这与感觉运动技能窒息的显式监控理论形成鲜明对比。这种对比暗示了一种基于实时控制结构的技能分类。
In 3 experiments, the authors examined mathematical problem solving performance under pressure. In Experiment 1, pressure harmed performance on only unpracticed problems with heavy working memory demands. In Experiment 2, such high-demand problems were practiced until their answers were directly retrieved from memory. This eliminated choking under pressure. Experiment 3 dissociated practice on particular problems from practice on the solution algorithm by imposing a high-pressure test on problems practiced 1, 2, or 50 times each. Infrequently practiced high-demand problems were still performed poorly under pressure, whereas problems practiced 50 times each were not. These findings support distraction theories of choking in math, which contrasts with considerable evidence for explicit monitoring theories of choking in sensorimotor skills. This contrast suggests a skill taxonomy based on real-time control structures.