Performing up to par? Performance pressure increases undergraduates’ cognitive performance and effort.
Performing up to par? Performance pressure increases undergraduates’ cognitive performance and effort.
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表现达到标准吗？
DOI：
10.1037/mac0000023
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发表时间：
2022
影响因子：
4.2
通讯作者：
Richland, Lindsey Engle
中科院分区：
文献类型：
--
作者：
Mesghina, Almaz;Au Yeung, Natalie;Richland, Lindsey Engle
包括标准化考试成绩或认知任务在内的绩效衡量标准通常被认为是稳定的衡量标准，但往往是不可靠的技能指标。我们研究了两个背景因素，绩效压力和反馈，这两个因素可能会影响个体通过操纵不确定性来展示其认知能力的程度，从而改变参与者认知任务参与的性质。我们在成年人完成两项认知任务之前操纵压力：工作记忆（WM）和口头推理任务，有一些（研究1）或没有表现反馈（研究2）。压力增加表明WM能力，这可以通过增加任务导向的努力来解释。当提供反馈时，激励效果更大。那些在压力下的人尽管比对照组更有压力和焦虑，但他们仍然保持着表现的动力，这预示着他们的表现会有所提高。综上所述，这表明经常依赖的认知表现指标可能会受到情境特征的影响，可能无法反映真实的能力或潜力。
Performance measures, including standardized test scores or cognitive tasks, are commonly conceptualized as stable measures, yet are often unreliable indices of skill. We examine two contextual factors, performance pressure and feedback, that may influence the extent to which individuals demonstrate their cognitive capacity by manipulating uncertainty and thereby changing the nature of participants’ cognitive task engagement. We manipulate pressure prior to adults completing two cognitive tasks: a working memory (WM) and verbal reasoning task with some (Study 1) or no performance feedback (Study 2). Pressure increased demonstrated WM capacity, which could be explained by increased task-directed effort. The incentivizing effects were greater when feedback was provided. Those under pressure maintained their motivation to perform, which predicted performance gains, despite being more stressed and anxious than controls. Combined, this suggests that often relied upon cognitive performance indices may be malleable to contextual features and might not reflect true capacity or potential.