When does stress help or harm? The effects of stress controllability and subjective stress response on stroop performance.
When does stress help or harm? The effects of stress controllability and subjective stress response on stroop performance.
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DOI：
10.3389/fpsyg.2012.00179
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发表时间：
2012
影响因子：
3.8
通讯作者：
Banich MT
中科院分区：
文献类型：
--
作者：
Henderson RK;Snyder HR;Gupta T;Banich MT
尽管面临压力，但能够从事目标导向的行为对恢复力至关重要。压力如何损害或改善行为功能的问题在不同的环境中很重要，从体育比赛到学术测试。先前的研究表明，可控性是压力对行为影响的一个关键因素：学习如何控制压力源可以缓冲压力对随后认知要求高的任务的负面影响。此外，研究表明，压力对认知功能的影响取决于个人对压力源的反应：对压力的适度反应可以改善表现，而极端（高或低）反应可能导致表现受损。目前的研究验证了以下假设：（1）学习行为控制压力源可以改善一般执行功能测试（颜色词Stroop）的表现;（2）这种改善特别出现在对压力有中度（主观）反应的人身上。实验1：Stroop性能，测量之前和之后的压力操作，比较各组的本科生参与者（n = 109）。与暴露于无法控制的噪声压力和反馈的人相比，学会控制噪声压力源并获得准确的性能反馈的人表现出减少的Stroop干扰。在学习行为控制的那一组中，那些报告中等压力水平的人在Stroop干扰方面表现出最大的减少。相比之下，在暴露于不可控制事件的组中，自我报告的压力无法预测表现。实验二：在第二个样本（n = 90）中，我们专门研究了可控性的作用，通过保持失败的反馈率恒定跨组。在学习行为控制的那一组中，那些报告中度压力的人表现出最大的Stroop改善。同样，这种模式在暴露于不可控制事件的组中没有表现出来。这些结果表明，压力可控性和主观反应相互作用，影响高层次的认知能力。具体来说，暴露于适度的、可控的压力有利于表现，但暴露于不可控制的压力或对压力有更极端的反应往往会损害表现。这些发现可能会为如何在一系列环境中利用压力的有益影响提供见解。
The ability to engage in goal-directed behavior despite exposure to stress is critical to resilience. Questions of how stress can impair or improve behavioral functioning are important in diverse settings, from athletic competitions to academic testing. Previous research suggests that controllability is a key factor in the impact of stress on behavior: learning how to control stressors buffers people from the negative effects of stress on subsequent cognitively demanding tasks. In addition, research suggests that the impact of stress on cognitive functioning depends on an individual’s response to stressors: moderate responses to stress can lead to improved performance while extreme (high or low) responses can lead to impaired performance. The present studies tested the hypothesis that (1) learning to behaviorally control stressors leads to improved performance on a test of general executive functioning, the color-word Stroop, and that (2) this improvement emerges specifically for people who report moderate (subjective) responses to stress. Experiment 1: Stroop performance, measured before and after a stress manipulation, was compared across groups of undergraduate participants (n = 109). People who learned to control a noise stressor and received accurate performance feedback demonstrated reduced Stroop interference compared with people exposed to uncontrollable noise stress and feedback indicating an exaggerated rate of failure. In the group who learned behavioral control, those who reported moderate levels of stress showed the greatest reduction in Stroop interference. In contrast, in the group exposed to uncontrollable events, self-reported stress failed to predict performance. Experiment 2: In a second sample (n = 90), we specifically investigated the role of controllability by keeping the rate of failure feedback constant across groups. In the group who learned behavioral control, those who reported moderate levels of stress showed the greatest Stroop improvement. Once again, this pattern was not demonstrated in the group exposed to uncontrollable events. These results suggest that stress controllability and subjective response interact to affect high-level cognitive abilities. Specifically, exposure to moderate, controllable stress benefits performance, but exposure to uncontrollable stress or having a more extreme response to stress tends to harm performance. These findings may provide insights on how to leverage the beneficial effects of stress in a range of settings.
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