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Psychology 2D > Multidimensional approaches to stress anxiety and performance > Flashcards

Multidimensional approaches to stress anxiety and performance Flashcards

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1
Q

What dis Lacey challenge in 1967?

A

Whether the stress response (activation, arousal or anxiety) is unidimensional

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2
Q

What 3 responses did Lacey (1967) distinguish in association with changes in arousal/activation?

A
  1. Cognitive response (measured by electrical activity in the brain)
  2. Somatic response (measured by BP and HR)
  3. Overt behavioural
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3
Q

What 2 key responses did Lacey (1967) show supporting the suggestion that the stress response is not unidimensional?

A
  1. ‘Situational stereotypy’ - the pattern of response is different in different situations
  2. ‘Directional Ractionation’ - all measures do not change in the same direction, even within the same response system
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4
Q

Give an example of Directional Ractionation

A

Vigilance task (watching screen for changing signals)
- palmar conductance (hand sweating) increases (suggesting increased arousal)
- HR and BP reduce (suggesting decreased arousal)

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5
Q

What is Situational Stereotypy?

A

Pattern of stress response differing in different situations

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6
Q

Give an example explaining the difference between arousal and somatic anxiety

A

Physiological arousal - increased heart rate

Somatic anxiety - perception of increased heart rate

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7
Q

What is the matching hypothesis?

Which theory of anxiety does it relate to?

Who proposed it?

A

Interventions need to be targeted at the nature of the type of anxiety e.g. cognitive measure to address cognitive anxiety

Multidimensional theory

Davidson and Schwartz (1976)

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8
Q

What is temporal patterning with respect to anxiety?

A

Changes in intensity of different elements of anxiety over time

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9
Q

Who originally advanced research into temporal patterning in a sports context?

A

Martens et al. (1990)

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10
Q

What are the key findings regarding temporal patterning and what differences have some later studies found with regard to females?

A

Cognitive anxiety increase several days in advance of competition and remains stable until the competition begins

Somatic anxiety begins to rise just before the competition and continues to rise until it begins

Some evidence - for females cognitive anxiety increases steadily a competition approaches

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11
Q

What are the main implications from multidimensional theory?

A

Interventions should be matched to the temporal patterning and symptoms of anxiety

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12
Q

What does ‘antecedents’ mean with respect to anxiety?

A

The causes of anxiety

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13
Q

What is self efficacy

A

A situation-specific form of self confidence

The perceptions of one’s ability to perform a task successfully

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14
Q

Who was the key proponent regarding self efficacy?

A

Bandura (1977)

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15
Q

What impact have noise an anxiety stressors been found to have on different aspects of performance?

Who’s work considered this?

A

Increase alertness and selectivity

Decrease accuracy and short term memory performance

Hockey and Hamilton 1983

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16
Q

What are the 3 stages of Jones (1995) model of the directional aspect of anxiety?

A
  1. Stressor
  2. Perception of whether can/cannot control
  3. Interpretation of anxiety as facilitative vs debilitative
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17
Q

In Jones (1995) model of directional interpretation of anxiety what does the intensity of the stress depend on?

A

Individual differences (e.g. trait anxiety and self esteem)

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18
Q

In Jones (1995) model of directional interpretation of anxiety what factors is the perception of control impacted by/related to?

A

Whether view situation as:

  1. challenge (have resources and coping skills to meet demand)
  2. Threat
19
Q

What implication does the model of directional interpretation of anxiety have for practice?

A

Using relaxation skills may not always be appropriate

Beneficial to learn skills to help interpret anxiety as facilitative

Help athletes view increased arousal and anxiety as conditions of excitement rather than fear

Help athletes develop perceptions of control through enhancing confidence and psychological skills training

20
Q

What is a criticism of the work of Jones (1995) and the model of directional interpretation of anxiety?

A

It may be excitement rather than positive interpretation of anxiety that enhances performance. Future studies should examine the impact of other positive and negative emotions.

21
Q

What are the most important factors predicting/determining the directional response to anxiety?

A

Trait anxiety (personal) (Wolf et al. 2015)

Skill level (situational) (Hanton et al. 2011 - elite athletes interpret anxiety symptoms as more facilitative and have higher level of self-confidence vs non-elite)

22
Q

What are the axes on the catastrophe theory model?

A

Physiological arousal

Cognitive anxiety

23
Q

What mechanisms are suggested to explain the detrimental effect of anxiety on performance?

A
  1. Increased muscle tension
  2. Some form of cognitive impairment
24
Q

What are 4 aspects of cognitive impairment suggested to arise as a result of anxiety?

A
  1. Deterioration in ability to concentrate/organise thoughts
  2. Attention dominated by thoughts of failure, rather than task relevant thoughts
  3. Resort to dominant behaviour patterns (Drive Theory)
  4. Greater stressor results in loss of ability to perceive alternative solutions and respond flexibly - therefore adopt a single behaviour/approach
25
Q

Explain Easterbrook’s (1959) theory of attentional selectivity

What arousal/performance model was this seeking to explain?

A

As arousal increases, focus of attention narrows

Initially, this excludes task irrelevant cue, improving performance

As arousal continues to increase task relevant cues are excluded, resulting in a deterioration in performance

Seeking to explain inverted U theory

26
Q

What is a key criticism of Easterbrook’s (1959) theory of attentional selectivity?

A

The theory considers performance as determined by a single component (attention) whereas it is made up of a number of different factors (perception, decision making etc)

27
Q

Who developed processing efficiency theory?

A

Eysenck and Calvo 1992

28
Q

What are the 2 impacts of cognitive anxiety per processing efficiency theory

A
  1. Reduces processing and storage capacity of working memory (reduces resources available for task at hand)
  2. Stimulates increases in task effort - partially or totally offsets reduced performance effectiveness
29
Q

What is processing efficiency

A

The relationship between performance and effort or resources invested

29
Q

What is (one of) the central predictions of processing efficiency theory?

A

The adverse effects of anxiety on performance effectiveness are often less than the effect on processing efficiency

Therefore, even if performance can be maintained, this is at the cost of reduced efficiency i.e. the need to work harder to do so

30
Q

What was processing efficiency theory developed into, by who and when?

A

Attentional control theory

Eysenck et al. (2007)

31
Q

What does attentional control theory suggest?

A

Anxiety impairs two types of attentional control:

  1. Negative attentional control (attention to task irrelevant stimuli is inhibited)
  2. Positive attentional control (switch attention between tasks to maximise performance)
32
Q

What is the extension of ACT to make it more specific to sport?

Who developed this?

A

ACT: Sport (ACTS)

33
Q

What does Sport ACTS suggest?

What does this enhance the understanding of

A

Certain cognitive biases determine our anxiety levels:
1. Attentional bias (prioritising of threatening stimuli)
2. Perpetual process (interpretation of ambiguous stimuli as threatening
3. Memorial processes (information retrieval biased towards threatening memories)

Helps withunderstanding individual differences in anxiety in sport and impact on performance

34
Q

Who developed conscious processing theory?

What was this developed to explain?

A

Masters (1992)

Developed specifically to explain choking

35
Q

Explain conscious processing theory

A

Anxiety

Performers try to control automated skilled behaviour

Disrupts fluency associated with expert performance

Regression to form of control applicable to earlier stages of learning

36
Q

Conscious processing theory - what is reinvestment of controlled processing?

What is the impact on movement control?

A

Introduction of conscious control of a movement by isolating and focussing on a specific component of it

Attempt to control movement using explicit rules rather than automatic implicit habits

Skill failure results (control is time consuming and ineffective)

37
Q

What is an example of reinvestment of controlled processing?

A

Tennis player serving (at match point) becomes preoccupied with technical coaching instructions

38
Q

What is the colloquial term for reinvestment of controlled processing?

A

Paralysis by analysis

39
Q

What is reinvestment of controlled processing determined by?

A
  1. How the skill is learnt (extent of explicit ‘verbal knowledge’)
  2. Where the individual sits on the reinvestment scale (self consciousness in everyday situations)
40
Q

What research has been carried out on impact of verbal vs non-verbal knowledge learning on reinvestment of controlled processing?

A

Golf putting learned by performing (together with a secondary task to prevent introspection on ‘rules of the skill’) vs by reading coachng manual. Stress applied by expert judging and financial reward

41
Q

What scale was developed by Master, Polmanand and Hammond (1993) to measure the extent of (trait) reinvestment of controlled processing?

A

20-item reinvestment scale

42
Q

What is a research example of attentional control theory

A

Penalty taking - anxious penalty takers show an attentional bias in kicking towards the goalie (threat related stimulus)

Psychology 2D (4 decks)

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