Anxiety, Processing Efficiency, and Cognitive Performance New Developments from Attentional Control Theory

By N. Derakshan, M. Eysenck. 2009

738 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/446ff292a6c8467ed11f18db0b777058d30f9d53

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

When time slows down: The influence of threat on time perception in anxiety (2010, background): “Recent theoretical accounts suggest that cognitive performance deficits in anxiety result from disruption of the balance between bottom-up and top-down attention control processes (Derakshan & Eysenck, 2009; Eysenck, Derakshan, Santos, & Calvo, 2007).”
The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners (2013, methodology): “If we accept M. W. Eysenck’s attentional control theory (Derakshan & Eysenck, 2009), which posits that trait anxiety creates a sort of divided attention task, consuming cognitive resources, then engagement of anxiety due to low SLTA seems likely to have negative effects on cognitively demanding…”
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “Another theoretical explanation for the negative impact of anxiety on performance is provided by the attentional control theory (Derakshan & Eysenck, 2009; Eysenck et al., 2007).”
New perspectives in attentional control theory (2011, methodology): “This was followed by processing efficiency theory (Eysenck & Calvo, 1992), and more recently by attentional control theory (Derakshan & Eysenck, 2009; Eysenck, Derakshan, Santos, & Calvo, 2007).”
The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions (2017, background): “…the relationship between test anxiety and performance, such as impairment of workingmemory during preparation for an exam,which in turn reduces the cognitive resources available to perform a task (e.g., Derakshan & Eysenck, 2009; Eysenck & Calvo, 1992; Owens, Stevenson, Hadwin, & Norgate, 2012).”
Do cognitive distortions mediate the test anxiety–examination performance relationship? (2010, background): “This analysis suggests that cognitive distortions would be associated with a debilitating effect on performance, consistent with the role of failure concerning cognitions interfering with working memory resources (Derakshan, Ansari, Hansard, Shoker, & Eysenck, 2009 ; Derakshan & Eysenck, 2009 ).”
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, methodology): “…model, worrisome thoughts are assumed to exert the negative effect on performance by co-opting the limited resources of the working memory system, presumably in the central executive (Baddeley, 2001), which are otherwise used for task processing (Ashcraft & Kirk, 2001; Derakshan & Eysenck, 2009).”