Emotional working memory capacity in test anxiety

Shi, Zhan; Gao, Xin; Zhou, Renlai

doi:10.1016/j.lindif.2014.03.011

Cited by 20 publications

(27 citation statements)

References 32 publications

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“…As visual imagery plays an important role in education, visual tools can have a profound impact on how users perceive information, learn, and judge the credibility and usability of the information presented (Shi et al, 2014). Based on the perception relevant to affective states and cognition, the types of visual presentations may influence students' experiences in relation to their anxiety and interest in different gameplays that incorporate the same learning content.…”

Section: Resultsmentioning

confidence: 99%

“…D'Mello, Lehman, Pekrun, and Graesser (2013) suggested that an affective state can be beneficial to learning, whereas Shi, Gao, and Zhou (2014) argued that under pressure, the working memory processes information poorly and this affects student learning performance. The present study investigated the effects of a technology-assisted Chinese idiom presentation using an animated mode (high level working memory process) and a static mode (low level working memory process) for students to play Chinese idiom games, and to explore student gameplay interest and related anxiety.…”

Section: Discussionmentioning

confidence: 99%

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Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Lin

Hong

Tai

et al. 2015

Computers & Education

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Lin

Hong

Tai

et al. 2015

Computers & Education

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“…Worrying intrusive [20, 23, 24] thoughts compete for processing resources [25,26]. This processing can be measured using reading span (RS) tasks, a well-developed paradigm of WMC, interleaving the presentation of to-be-remembered target stimuli, such as words or letters, with the presentation of a demanding, secondary processing task, such as comprehending sentences [14].…”

Section: Introductionmentioning

confidence: 99%

“…The results support the authors’ suggestion that people with a history of common mental health problems such as PTSD suffer from compromised WMC resources in emotional contexts, compared to healthy individuals in ways that are more marked than any such group differences manifest in valence-neutral contexts. Following Schweizer and Dalgleish [25], Shi et al [26] further developed and tested the RS measure of WMC for test anxiety. In their work, they introduced test-related sentences as well as valence-neutral sentences into a RS task to assess WMC under a test-related context and WMC under a valence-neutral context [26].…”

Section: Introductionmentioning

confidence: 99%

“…Following Schweizer and Dalgleish [25], Shi et al [26] further developed and tested the RS measure of WMC for test anxiety. In their work, they introduced test-related sentences as well as valence-neutral sentences into a RS task to assess WMC under a test-related context and WMC under a valence-neutral context [26]. Participants were required to perform simple tasks with emotionally benign material (i.e., remembering lists of letters) over short intervals while simultaneously dealing with emotionally-laden intrusive thoughts and feelings (i.e., processing sentences describing dysfunctional test-related thoughts) relative to emotionally-neutral information (i.e., sentences describing emotionally-neutral facts about the world) [26].…”

Section: Introductionmentioning

confidence: 99%

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Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Shi

Peiru

2016

PLoS ONE

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Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

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Impact of Chronic Stress on Attention Control: Evidence from Behavioral and Event-Related Potential Analyses

Liu

Leng

et al. 2020

Neurosci. Bull.

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Chronic stress affects brain function, so assessing its hazards is important for mental health. To overcome the limitations of behavioral data, we combined behavioral and event-related potentials (ERPs) in an attention network task. This task allowed us to differentiate between three specific aspects of attention: alerting, orienting, and execution. Forty-one participants under chronic stress and 31 non-stressed participants were enrolled. On the performance level, the chronically stressed group showed a significantly slower task response and lower accuracy. Concerning ERP measures, smaller cue-N1, cue-N2, and larger cue-P3 amplitudes were found in the stressed group, indicating that this group was less able to assign attention to effective information, i.e., they made inefficient use of cues and had difficulty in maintaining alerting. In addition, the stressed group showed larger target-N2 amplitudes, indicating that this group needed to allocate more cognitive resources to deal with the conflict targets task. Subgroup analysis revealed lower target-P3 amplitudes in the stressed than in the non-stressed group. Group differences associated with the attention networks were found at the ERP level. In the stressed group, excessive depletion of resources led to changes in attention control. In this study, we examined the effects of chronic stress on individual executive function from a neurological perspective. The results may benefit the development of interventions to improve executive function in chronically stressed individuals.

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Emotional working memory capacity in test anxiety

Cited by 20 publications

References 32 publications

Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Impact of Chronic Stress on Attention Control: Evidence from Behavioral and Event-Related Potential Analyses

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