Certain Emotional Factors in Learning and Efficiency

McKinney, Fred

doi:10.1080/00221309.1933.9920915

Cited by 31 publications

(15 citation statements)

References 5 publications

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“…In addition, a reduction of task completion time resulted in a greater number of errors [33]. These results are similar to a study by McKinney [32], where stress increased the number of errors in completing multiplication problems and a learning syllables task.…”

Section: Cognitive and Physiological Effects Of Stresssupporting

confidence: 88%

Measuring the Effects of Stress on Mobile Interaction

Sarsenbayeva

Berkel

Hettiachchi

et al. 2019

Proc. ACM Interact. Mob. Wearable Ubiquitous Technol.

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Research shows that environmental factors such as ambient noise and cold ambience can render users situationally impaired, adversely affecting interaction with mobile devices. However, an internal factor which is known to negatively impact cognitive abilities-stress-has not been systematically investigated in terms of its impact on mobile interaction. In this paper, we report a study where we use the Trier Social Stress Test to induce stress on participants, and investigate its effect on three aspects of mobile interaction: target acquisition, visual search, and text entry. We find that stress reduces completion time and accuracy during target acquisition tasks, as well as completion time during visual search tasks. Finally, we are able to directly contrast the magnitude of these effects to previously published effects of environmentally-caused impairments. Our work contributes to the growing body of literature on situational impairments. CCS Concepts: • Human-centered computing → Empirical studies in HCI; • Human-centered computing → Ubiquitous and mobile computing; Smartphones.

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Section: Cognitive and Physiological Effects Of Stresssupporting

confidence: 88%

Measuring the Effects of Stress on Mobile Interaction

Sarsenbayeva

Berkel

Hettiachchi

et al. 2019

Proc. ACM Interact. Mob. Wearable Ubiquitous Technol.

View full text Add to dashboard Cite

show abstract

“…There has been a tendency to assume that, under stress, performance will either deteriorate or remain unchanged. In fact, most of the experiments that have been done along these lines have produced situations which, if performance was studied, resulted in losses in effectiveness (2,11,12,15,16,17). We believe that, if conditions allow it, performance should improve for some Ss and be unaffected or impaired in others.…”

mentioning

confidence: 99%

“…Many E& have simply used situations which were assumed to be stressful. The most frequent techniques have been: (a) making it impossible for Ss to solve problems which they are motivated to solve (1,9,12,13,14); (b) implying failure to finish in the allotted time (6); (c) giving Ss false failure scores (4,6); and (d) a miscellaneous group of studies involving distractions (11), deprivation of desired objects (3), threat of electric shock (16), disparagement by E (10), and excess supervision and control of children's play (5)- 1 Large gaps exist in our knowledge about stress effects. We know very little about the importance of the type of task.…”

mentioning

confidence: 99%

Effects of failure stress upon skilled performance.

Lazarus¹,

Eriksen²

1952

Journal of Experimental Psychology

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“…In future work, we will study the effect of higher levels of frustration on the learning factors. Other sources of frustration can also be explored, including task difficulty itself (Rosenzweig, 1938), time pressure (Wahlström, Hagberg, Johnson, Svensson, & Rempel, 2002), ineffective or irrelevant feedback (Baylor & Rosenberg-Kima, 2006; McKinney, 1933), or human-computer interaction issues (Klein et al, 2002; Powers et al, 2011).…”

Section: Discussionmentioning

confidence: 99%