The effect of pressure on high- and low-working-memory students: An elaboration of the choking under pressure hypothesis

Sample Fifty‐three third and fourth graders from China participated in this study. Method Participants' working memory (WM) was assessed by the Automated Operation Span task. Then, they solved mental addition problems of different types under low‐ and high‐pressure conditions. Performance was a...

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Vydané v:British journal of educational psychology Ročník 84; číslo 2; s. 226 - 238
Hlavní autori: Wang, Zuowei, Shah, Priti
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Leicester Blackwell Publishing Ltd 01.06.2014
Wiley-Blackwell
British Psychological Society
Predmet:
Addition
Analysis of Variance
Biological and medical sciences
Child
Children
Children & youth
China
Cognitive Processes
Comparative Analysis
Difficulty Level
Educational psychology
Elaboration
Elementary School Students
Elementary schools
Environmental Influences
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Grade 4
Guessing (Tests)
Heuristic
Heuristics
Humans
Learning outcomes
Male
math performance
Mathematics - methods
Mathematics - statistics & numerical data
Memory
Memory, Short-Term - classification
Mental Computation
pressure
Problem Solving - classification
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reaction Time
Short Term Memory
Strategies
Stress Variables
Stress, Psychological - psychology
Students - psychology
Students - statistics & numerical data
Task performance
Task Performance and Analysis
Working memory
working memory capacity
China
Human
Memory
Problem solving
Strategy
Cognition
Primary school
Working memory
Performance
Child
Stress
math performance
pressure
children
working memory capacity
ISSN:0007-0998, 2044-8279
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Popis
Shrnutí:Sample Fifty‐three third and fourth graders from China participated in this study. Method Participants' working memory (WM) was assessed by the Automated Operation Span task. Then, they solved mental addition problems of different types under low‐ and high‐pressure conditions. Performance was analysed as a function of pressure condition, working memory capacity, and problem type. Results On ‘no carry’ mental addition problems, there was no difference between the two groups of children regardless the presence of pressure. For problems with carries, low WM (LWM) children performed worse on all tasks compared with high WM (HWM) children in the no‐pressure condition, but pressure influenced the LWM and HWM differently depending on the nature of the carrying task. On ‘hidden carry’ mental addition trials (for which guessing strategies were minimally effective), LWM performance was much lower than HWM performance under pressure. By contrast, performance was similar between LWM and HWM groups under pressure on the ‘normal carry’ trials that allowed for non‐resource‐intensive heuristic strategies. Conclusion Whether high‐ or low‐working‐memory elementary‐school‐aged children were more or less affected by pressure was dependent on task‐difficulty and the types of strategies that could be used to solve the problems.
Bibliografia:ark:/67375/WNG-J7C83JTT-H
ArticleID:BJEP12027
istex:98C9FE527D1F5A47BE5A722DE643EA182603FEED
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ObjectType-Feature-1
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ISSN:0007-0998
2044-8279
DOI:10.1111/bjep.12027