急性压力会对任务行为和讲座理解产生负面影响
Anisa Morava1, Ali Shirzad1, James Van Riesen1
1School of Kinesiology, Western University, London, ON, Canada.
PloS one
|February 6, 2024
概括
剧烈的压力增加了思想的流浪,并降低了年轻成年人的讲座理解能力. 压力后的焦虑状态与更多的思想漫游和较差的理解有关.
科学领域:
- 认知心理学 认知心理学
- 神经科学是一个神经科学.
- 压力研究 压力研究
背景情况:
- 已知急性压力会损害认知功能,包括学习和记忆.
- 心灵流浪,或与任务无关的想法,可以干扰信息处理和理解.
研究的目的:
- 为了研究急性压力对在讲座期间心灵漫游的影响.
- 评估急性压力对年轻成年人随后的讲座理解的影响.
主要方法:
- 40名参与者被随机分配到急性压力诱导 (Trier社会压力测试) 或休息状态中.
- 参与者观看了带有嵌入式探针的视频讲座,以评估心灵漫游,随后进行了理解测试.
- 测量了生理和心理应激反应 (心率,血压,皮质醇,焦虑).
主要成果:
- 急性压力组在讲座的早期表现出更多的思维漫游,整体讲座理解能力较低.
- 较高的后应激状态焦虑与更多的思想漫游和减少讲座理解有关.
- 讲座后期 (第三个检查点) 的思维游荡与最终理解分数有负相关性.
结论:
- 急性压力显著扰乱认知过程,导致头脑的增加和学习的减少.
- 思想漫游,特别是在学习任务的后期发生时,对压力下的理解是有害的.
- 这些发现突出了急性压力,注意力控制 (心灵漫游) 和学业表现的相互联系.
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