Abstract:The cardiac regulation effects of a mental task added to regular office work are described. More insight into the time evolution during the different tasks is created by using time-frequency analysis (TFA). Continuous wavelet transformation was applied to create time series of instantaneous power and frequency in specified frequency bands (LF 0.04-0.15 Hz; HF 0.15-0.4 Hz), in addition to the traditional linear heart rate variability (HRV) parameters. In a laboratory environment, 43 subjects underwent a protoco… Show more
“…Other studies show that students who have the most intense cardiovascular responses around the time of examination and/or during examination may be at risk for developing cardiovascular disease or cardiac event in later life (Loyke, 1995;Stewart and Barnet, 2008;Xavier et al, 2009;Taelman et al, 2011;Hjovtskov et al, 2004). In some studies, mental work has been found to cause increases in heart rates (HR) (Ross, 2001;Martic et al, 2008;Hjortskpv 2004) and blood pressures among students (Hughes, 2004), while elevations in systolic blood pressure (SBP) was linked with academic stress around the period of semester examination, and no such link was observed for diastolic blood pressure (DBP) or HR in another study (Conley and Lehman, 2012).…”
Examination and tests are routine academic task during which students engage in mental exercises, writing, and/or practical demonstrations under pressure with stress placed on the cardiovascular system. This study was aimed at investigating the cardiovascular parameters of students before, during and after an examination. The baseline hear rate (HR) and blood pressures (BPs) of 75 undergraduates physiotherapy students in a Nigerian university were measured one month to the beginning of a second semester examination, and also before, during and after a session of test in core subjects. This study shows higher HR, and systolic and diastolic BPs5 minutes to the start of the examination compared to the baseline resting values. This heightened cardiovascular parameters remained steady until the time remaining till the end of exam was announced, when the parameters spiked to levels higher than both the baseline and pre-examination levels. While the systolic, diastolic and mean arterial BPs returned to baseline levels shortly before or at about 15 minutes after exam, HR and rate pressure product did not return to the baseline levels 15 minutes after examination. Cardiovascular parameters were higher few minutes before exam than the baseline resting values and continue so until the remaining time left for the exam was announced. Future studies on aerobic fitness and physiological adaptations conferred by exercises and regular physical activity can influence cardiovascular parameters during examination are suggested.
“…Other studies show that students who have the most intense cardiovascular responses around the time of examination and/or during examination may be at risk for developing cardiovascular disease or cardiac event in later life (Loyke, 1995;Stewart and Barnet, 2008;Xavier et al, 2009;Taelman et al, 2011;Hjovtskov et al, 2004). In some studies, mental work has been found to cause increases in heart rates (HR) (Ross, 2001;Martic et al, 2008;Hjortskpv 2004) and blood pressures among students (Hughes, 2004), while elevations in systolic blood pressure (SBP) was linked with academic stress around the period of semester examination, and no such link was observed for diastolic blood pressure (DBP) or HR in another study (Conley and Lehman, 2012).…”
Examination and tests are routine academic task during which students engage in mental exercises, writing, and/or practical demonstrations under pressure with stress placed on the cardiovascular system. This study was aimed at investigating the cardiovascular parameters of students before, during and after an examination. The baseline hear rate (HR) and blood pressures (BPs) of 75 undergraduates physiotherapy students in a Nigerian university were measured one month to the beginning of a second semester examination, and also before, during and after a session of test in core subjects. This study shows higher HR, and systolic and diastolic BPs5 minutes to the start of the examination compared to the baseline resting values. This heightened cardiovascular parameters remained steady until the time remaining till the end of exam was announced, when the parameters spiked to levels higher than both the baseline and pre-examination levels. While the systolic, diastolic and mean arterial BPs returned to baseline levels shortly before or at about 15 minutes after exam, HR and rate pressure product did not return to the baseline levels 15 minutes after examination. Cardiovascular parameters were higher few minutes before exam than the baseline resting values and continue so until the remaining time left for the exam was announced. Future studies on aerobic fitness and physiological adaptations conferred by exercises and regular physical activity can influence cardiovascular parameters during examination are suggested.
“…This activation can be affected by the individual's breathing (Taelman et al, 2011). Hjortskov et al (2004) observed that mental stress during computer work leads to changes in HR and to a sustained increase in BP, and that these effects are reverted resting (Paschoal et.…”
The increase in global temperature in recent years (which is likely to continue) has the power to affect the temperatures of indoor workplaces. This increase may in turn, be reflected in human performance. The present article analyzes the relationship between air temperature, blood pressure and heart rate variation in students in a learning environment through Video Display Terminals (VDT), located in northeastern Brazil. The thermal conditions were analyzed during three consecutive days, according to ISO 7726: 1998; in the group of students who underwent changes in indoor air temperature, their blood pressure and heart rate were also measured. When the air temperature was of 20ºC, 24% of the subjects' heart rate exceeded 100bpm, while for 30 °C this number reached 51%. The results revealed changes in diastolic blood pressure and heart rate when air temperature increases.
“…Fischer et al (2012) state that information reduction is a most important aspect of coping with complexity within problem solving as great amounts of information may overstrain human processing capacity. In that regard, cognitive load theory recognizes two main sources of stress-inducing potentials: the intrinsic cognitive load of a problem, referring to the internal structure of the information that is given to the problem solver and that he or she needs to acquire to reach the intended goal, and the extraneous cognitive load, associated not with the inherent structure of the problem-related information, but with the manner of its presentation (Sweller 1988;Sweller et al 2011;see Bley et al (2015) for an application of cognitive load theory in the context of VET).…”
Section: Stress-inducing Potentials Of Problem-solving Activitiesmentioning
confidence: 99%
“…Existing studies show that both HR (e.g., Clays et al 2011;Hjortskov et al 2004;Taelman et al 2011) and skin conductance (e.g., Reinhardt et al 2012) increase in response to mental stress. The LF/HF ratio shows an increase under stress, which indicates a predominant state of the sympathetic nervous system under stress-inducing conditions (e.g., Hjortskov et al 2004;Isowa et al 2006).…”
Section: Stress-inducing Potentials Of Problem-solving Activitiesmentioning
Background:The study aims to investigate stress-inducing potentials of problemsolving activities (e.g., goal elaboration, decision making, and information seeking) within an authentic problem-solving task from the business administration domain. Furthermore, the study aims to investigate stress-reducing potentials of personal characteristics (e.g., self-efficacy beliefs, vocational experience).
Methods:A mixed-methods design was chosen to investigate in-depth processes during domain-specific problem solving, using a computer-based office simulation. Personal characteristics were assessed by questionnaires and tests before the task. Cardiovascular and electrodermal reactivity were measured continuously during the task. Problem-solving activities were coded on the basis of screencasts and think-aloud recordings. Changes in physiological reactivity were estimated on the basis of problemsolving activities and personal characteristics via multilevel regression analyses.
Results:The problem-solving task in general was associated with stress reactions. There were no significant main effects of self-efficacy beliefs, vocational experience, and general intelligence. However, changes in heart rate depended on an interaction between vocational experience and activities including goal elaboration and definition. Furthermore, problem-solving activities including decision making were significantly associated with an increase of amplitudes of detected skin conductance responses. A negative correlation found between the problem-solving score and the LF/HF ratio indicates that higher physiological arousal during the problem-solving task was accompanied by lower problem-solving performance.
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