On the fragility of skilled performance: what governs choking under pressure?

By Sian L. Beilock, T. Carr. Journal of experimental psychology. General, 2001

1,283 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Orthopedics and Sports Medicine

View Paper: https://www.semanticscholar.org/paper/1c3bbe666f6d1a68a6f6b8768a9651588d2b81eb

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Citations in the corpus

Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “However, if the demands on conscious processing exceed working memory capacity, cognition generated by the nonconscious pathway will manifest without the full benefit of conscious monitoring or modification ( Beilock & Carr, 2001 ; Beilock, Wierenga, & Carr, 2002 ; Brown & Bennett, 2002 ; J.”
Pre-performance routines in sport: current understanding and future directions (2010, background): “Of the above mentioned studies most are based upon suggestions made in prior related publications (Beilock & Carr, 2001; Boutcher & Crews, 1987; Czech et al., 2004; Foster et al., 2006; Gould & Udry, 1994; Harle & Vickers, 2001; Holder, 2003; Shaw, 2002; Singer, 2002; Wrisberg & Penn, 1992) which…”
Choking in sport: a review (2010, background): “Nevertheless, as most well-learned sporting skills tend to be proceduralised and processed automatically outside working memory (Beilock & Carr, 2001; Gray, 2004), it is recognised that their execution is likely to remain robust to distraction, but susceptible to self-focus (Lewis & Linder, 1997;…”
Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis (2018, background): “As demonstrated in Beilock and Carr (2001) and Beilock and Carr (2005), the cognitive-interference model is most rational for learners who have the cognitive and self-regulatory skills to enact effective learning strategies.”
A Comparison of Different Pre-Performance Routines as Possible Choking Interventions (2010, background): “Using this combined pressure, researchers have increased anxiety levels significantly (e.g., Beilock & Carr, 2001; Lewis & Linder, 1997; Masters, 1992).”
Effects of Attentional Focus on Skilled Performance in Golf (2009, neutral): “Borrowing from Beilock and Carr (2001), participants were told that their first thirty shots had been recorded and their average score had been noted.”
Cognition in skilled action : meshed control and the varieties of skill experience (2016, background): “Leavitt (1979) and Beilock and Carr (2001) compared novices and experts on tasks at a fixed level of difficulty.”
Math Performance in Stressful Situations (2008, background): “The expression ‘‘choking under pressure’’ is used to describe what happens when people perform more poorly than expected given their skill level pre- cisely because there are large incentives for optimal performance and highly negative consequences for poor performance (Beilock & Carr, 2001).”
Stress, Cognition, and Human Performance: A Literature Review and Conceptual Framework (2013, background): “For example, Beilock and Carr (2001) asserted that training under realistic conditions may inoculate individuals against choking. Kivimaki and Lusa (1994) found that training that encouraged automatic processing in operations under stressful conditions was most useful.”
Choking under pressure in sensorimotor skills: Conscious processing or depleted attentional resources? (2008, background): “There is support for the distraction hypothesis in tasks that load heavily on working memory (e.g., many mental tasks, such as mathematical computation) but support for a self-focus explanation in tasks that make few demands on working memory (e.g., high level motor skills, such as golf putting; Be”
A taxonomy of external and internal attention. (2011, neutral): “…EEG measures will yield novel insights into the mechanisms of attention, accounting for variability in other cognitive processes that depend on attention, such as memory encoding (Otten et al. 2002, Turk-Browne et al. 2006), or performance impairments due to anxiety (choking) (Beilock & Carr 2001).”
Alleviating Choking: The Sounds of Distraction (2009, background): “Recently, significant conceptual advances have been made in an attempt to explain the primary mechanisms relevant to choking (see Beilock & Carr, 2001; Beilock, Kulp, Holt, & Carr, 2004).”
Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation (2011, background): “…which Covington (2000, p. 185) referred to as a “failure-oriented (competitive) ability game,” has every chance of seriously increasing failure-focused attention (Covington, 2000) even for high-achieving students, which could in turn lead to choking under pressure (Beilock & Carr, 2001).”