Fear and performance in novice parachutists

Idzikowski, C.; Baddeley, Alan

doi:10.1080/00140138708966039

Cited by 28 publications

(18 citation statements)

References 16 publications

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“…No differences in heart rate existed between the parachutists and the control groups during the non-jump baseline condition. The bpm ratings for novice parachutists in our study are similar to those found by Idzikowski and Baddeley (1987), namely; baseline ¼ 73.07 (9.10): 76.6 (14.4), jump ¼ 104.21 (17.51): 118.9 (34.6). Idzikowski and Baddeley did not include a landing phase in their study.…”

Section: Discussionsupporting

confidence: 77%

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Restrictions in working memory capacity during parachuting: a possible cause of ‘no pull’ fatalities

Leach

Griffith

2007

Applied Cognitive Psychology

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Working memory capacity of novice and experienced parachutists was compared under three conditions: prior to exiting the aircraft, on landing and during a control, non-jumping day. Analysis of the operation span task revealed significant impairments in both storage and processing capacities of working memory prior to jumping. Storage capacity continued to be impaired in novice parachutists on landing whilst experienced parachutists showed full recovery. Neither group showed impairment in processing capacity on landing. Significant increases in heart rate were found for both groups in the jump and landing conditions compared to baseline but no differences existed between novices and experienced parachutists. Initial analyses support processing efficiency theory and suggest that cognitive processing may be slowing down during a jump. However, post hoc analysis of incorrect responses suggest that executive function may actually become disrupted. The results are reviewed in the context of 'no pull' parachuting fatalities.

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Section: Discussionsupporting

confidence: 77%

“…Working memory performance was assessed using the operation-span task (Turner & Engle, 1989) and heart rate was recorded as an indicative measure of anxiety and arousal (Breivik et al, 1998;Idzikowski & Baddeley, 1987;Roth et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

Restrictions in working memory capacity during parachuting: a possible cause of ‘no pull’ fatalities

Leach

Griffith

2007

Applied Cognitive Psychology

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“…In a previous study we investigated the effects of anxiety on movement behaviour of participants executing a complex whole-body task, namely, climbing a traverse on an artificial climbing wall (Pijpers et al, 2003). By building traverses at different heights on the wall anxiety was manipulated in an ecologically valid situation that was both safe and frightening (Baddeley, 1972;Idzikowski & Baddeley, 1987). We could hereby examine anxiety effects "in-event" , while applying an intraindividual design to enhance power to identify changes in the dependent variable of interest (i.e., movement performance) ( Jones, 1995).…”

mentioning

confidence: 99%

Anxiety-Induced Changes in Movement Behaviour during the Execution of a Complex whole-body task

Pijpers

Oudejans

Bakker

2005

The Quarterly Journal of Experimental Psychology Section A

117

100

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We investigated the impact of anxiety on movement behaviour during the execution of a complex perceptual-motor task. Masters ' (1992) conscious processing hypothesis suggests that under pressure an inward focus of attention occurs, resulting in more conscious control of the movement execution of well-learned skills. The conscious processes interfere with automatic task execution hereby inducing performance decrements. Recent empirical support for the hypothesis has focused on the effects of pressure on end performance. It has not been tested so far whether the changes in performance are also accompanied by changes in movement execution that would be expected following Masters' hypothesis. In the current study we tested the effects of anxiety on climbing movements on a climbing wall. Two identical traverses at different heights on a climbing wall provided different anxiety conditions. In line with the conscious processing hypothesis we found that anxiety had a significant effect on participants' movement behaviour evidenced by increases in climbing time and the number of explorative movements (Experiments 1 and 2) and by longer grasping of the holds and slower movements (Experiment 2). These results provide additional support for the conscious processing hypothesis and insight into the relation between anxiety, performance, and movement behaviour.When the pressure is high, performance becomes less predictable. In sports, for example, some top athletes thrive under the pressure while others miserably fail, especially at these crucial moments of, for instance, a decisive penalty shot in soccer or a match point in tennis. What does it mean to execute perceptual-motor skills under high pressure? Why do some seem to benefit from stressful situations while others seem to suffer under those circumstances? In what way are movements different when they are executed in anxiety-provoking situations compared to more neutral situations? To answer the question why anxiety may

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“…Numerous students submitted to an examination have been faced to stress and anxiety and by consequence to the "memory blank", a situation in which they are unable to neither retrieve any information nor make any deductions. Generally, negative emotions reduce or block thought processes, slow down the decisions and memory capacity (Idzihowski and Baddeley 1987). Positive emotions provide better conditions for problem solving and improve innovation.…”

Section: Emotions and Learningmentioning

confidence: 99%

Managing Learner’s Affective States in Intelligent Tutoring Systems

Frasson

Chalfoun

2010

Studies in Computational Intelligence

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Abstract. Recent works in Computer Science, Neurosciences, Education, and Psychology have shown that emotions play an important role in learning. Learner's cognitive ability depends on his emotions. We will point out the role of emotions in learning, distinguishing the different types and models of emotions which have been considered until now. We will address an important issue concerning the different means to detect emotions and introduce recent approaches to measure brain activity using Electroencephalograms (EEG). Knowing the influence of emotional events on learning it becomes important to induce specific emotions so that the learner can be in a more adequate state for better learning or memorization. To this end, we will introduce the main components of an emotionally intelligent tutoring system able to recognize, interpret and influence learner's emotions. We will talk about specific virtual agents that can influence learner's emotions to motivate and encourage him and involve a more cooperative work, particularly in narrative learning environments. Pushing further this paradigm, we will present the advantages and perspectives of subliminal learning which intervenes without conscious perception. Finally, we conclude with new directions to emotional learning. Emotions and LearningLearning involves mainly two processes: reasoning and memorizing. Reasoning is developed during cognitive tasks in which a learner tries to solve a problem using deductions or inductions. If a new knowledge (fact, rule) is obtained then the knowledge will be memorized in long term memory. Memorizing is also triggered when a learner tries to remember a previously acquired element using several means such as similarity, imagery, case-based analysis, etc. The two processes work alternatively and can be considered as a "Cartesian" approach of brain functions. Recent researches in neurosciences, education, and psychology have shown that emotions play an important role in learning. People often separate emotions and reason, believing that emotions are an obstacle in rational decision making or

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Fear and performance in novice parachutists

Cited by 28 publications

References 16 publications

Restrictions in working memory capacity during parachuting: a possible cause of ‘no pull’ fatalities

Restrictions in working memory capacity during parachuting: a possible cause of ‘no pull’ fatalities

Anxiety-Induced Changes in Movement Behaviour during the Execution of a Complex whole-body task

Managing Learner’s Affective States in Intelligent Tutoring Systems

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