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Reducing State Anxiety Using Working Memory Maintenance
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Worry and working memory influence each other iteratively over time.

Kelly Trezise1, Robert A Reeve1

  • 1a Melbourne School of Psychological Sciences , University of Melbourne , Melbourne , VIC , Australia.

Cognition & Emotion
|February 5, 2015
PubMed
Summary
This summary is machine-generated.

Anxiety and working memory (WM) influence each other dynamically throughout the day. High worry decreases WM, while low WM increases worry, worsening math test performance.

Keywords:
Cognition–emotion interactionsLatent difference score modelMath anxiety/worryStability and changeWorking memory

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Educational psychology

Background:

  • Limited research exists on the longitudinal relationship between working memory (WM) and anxiety/worry.
  • Previous studies often infer influence from single time-point data, potentially misrepresenting dynamic interactions.

Purpose of the Study:

  • To investigate the iterative, bidirectional influence between WM and worry over time.
  • To examine how these relationships change within a single day.
  • To identify factors influencing changes in the WM-Worry relationship.

Main Methods:

  • Employed a bivariate latent difference score model for analyzing changes in WM-Worry relationships.
  • Collected WM and worry measures multiple times within a single day from 133 fourteen-year-olds.
  • Participants completed measures while preparing for a math test.

Main Results:

  • High worry levels predict decreases in WM capacity.
  • Low or decreasing WM capacity predicts increases in worry.
  • High WM with low worry correlated with accurate problem-solving.
  • Low WM with high worry correlated with inaccurate problem-solving.

Conclusions:

  • The relationship between WM and worry is not static and varies significantly over a single day.
  • Initial disadvantages in the WM-Worry relationship tend to exacerbate over time.
  • Dynamic interplay between WM and worry impacts cognitive performance, particularly in academic settings.