When cognitive exertion does not yield cognitive gain: Toward an informational explanation of learned helplessness.

Abstract

This study tested a new information-processing explanation of learned helplessness that proposes that an uncontrollable situation produces helplessness symptoms because it is a source of inconsistent, self-contradictory task information during problem-solving attempts. The flow of such information makes hypothesis-testing activity futile. Prolonged and inefficient activity of this kind leads in turn to the emergence of a state of cognitive exhaustion, with accompanying performance deficits. In 3 experiments, Ss underwent informational helplessness training (IHT): They were sequentially exposed to inconsistent task information during discrimination problems. As predicted, IHT was associated with subjective symptoms of irreducible uncertainty and resulted in (a) performance deterioration on subsequent avoidance learning, (b) heightened negative mood, and (c) subjective symptoms of cognitive exhaustion.

Intelligence and Cognitive Control

“…In terms of general adaptive functions, cognitive exhaustion states seem especially disruptive to more complex problem solving requiring nonroutine, flexible steps of processing in either achievement or interpersonal domains. The primacy of the cognitive underpinnings of this phenomenon is supported by data showing that these deficits emerge in conditions which minimize the likelihood of effort withdrawal as an egoprotective maneuver, i.e., in the absence of social performance feedback, as well as in situations when negative mood is statistically controlled for (Kofta & Sedek, 1989;Sedek & Kofta, 1990). In another study, just after people had been exposed to uncontrollable events, their pattern of predecisional information search was altered in a way indicating cognitive exhaustion: Participants tended to avoid effortful information-gathering strategies (Sedek et al, 1993; for similar findings with dysphoric subjects, see Conway & Giannopoulos, 1993).…”

“…In another study, just after people had been exposed to uncontrollable events, their pattern of predecisional information search was altered in a way indicating cognitive exhaustion: Participants tended to avoid effortful information-gathering strategies (Sedek et al, 1993; for similar findings with dysphoric subjects, see Conway & Giannopoulos, 1993). The cognitive exhaustion model has been used to account for generalized deficits such as impaired cognitive functioning in depression, and intellectual helplessness in school settings (Sedek & Kofta, 1990;Sedek & McIntosh, 1998).…”

“…In the present chapter, we approach the issue of cognitive limitations in depression in terms of the cognitive exhaustion model (Kofta & Sedek, 1998;Sedek & Kofta, 1990;Sedek, Kofta, & Tyszka, 1993). The idea will be elaborated that many of these cognitive limitations (difficulties in systematic hypothesis testing, lack of more sophisticated processing strategies, insufficient cognitive structuring) might be due to serious deficits in generating comprehensive mental representations, such as mental models.…”

“…This information-processing approach (Sedek & Kofta, 1990;Sedek et al, 1993) assumes that people are likely to engage in systematic mental activity when dealing with problem solving situations. They attempt to understand the meaning of task demands, they notice and pay attention to diagnostic pieces of information, detect regularities or inconsistencies, and so forth.…”

Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy

“…In contrast, low-expectancy students receive a greater amount of noncontingent feedback, forming a belief that their academic outcomes are independent of their efforts. Accordingly, they may dedicate less time to learning and get more easily discouraged in the face of difficulties (Good and Brophy 2008;Sędek and Kofta 1990).…”