Stress, Workload, and Fatigue

By Peter A. Hancock, P. Desmond. 2009

312 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ae00684b2d7b02ccb8d2718928bcdc2d4ab12e86

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. James L. Szalma
2. Stephen H. Fairclough
3. M. Staal
4. Peter A. Hancock

In Social Psychology

1. James L. Szalma
2. M. Staal
3. Jennifer M. Ross
4. Stephen H. Fairclough
5. Peter A. Hancock

Citations in the corpus

• Optical brain monitoring for operator training and mental workload assessment (2012, unknown): “measures can also index the level of mental demand associated with a given task because they can provide continuous and unobtrusive monitoring of the operator and do not interferewith an operator's work as do secondary-task performance or subjective measures of workload (Gevins et al., 1997; Gevins ”
• Fundamentals of physiological computing (2009, background): “These complex, cognitive-energetical states (Hancock and Desmond, 2001; Hockey , 1997) are challenging to capture but offer greater verisimilitude as the experience of cognition and emotion are highly interconnected (Picard et al., 2004; Stemmler et al., 2001).”
• Stress, Cognition, and Human Performance: A Literature Review and Conceptual Framework (2013, background): “Several researchers have attempted to side-step the inter-relationship between direct and indirect effects by relying on descriptions of workload alone, ignoring potentially related psychological stress (Hancock & Desmond, 2001).”
• A Meta-Analysis of Performance Response Under Thermal Stressors (2007, result): “…and this quantitative summation is consistent with previous, more qualitative observations on heat stressors (Hancock, 1981a, 1982, 1986a; Hancock & Vasmatzidis, 1998; Ramsey, 1995) and similar observations on stress in general (e.g., Hancock & Desmond, 2001; Hockey, Gaillard, & Coles, 1986).”
• Individual differences in human–technology interaction: incorporating variation in human characteristics into human factors and ergonomics research and design (2009, methodology): “However, the general trend in human factors/ergonomics has been to represent the human as a ‘black box’ of general cognitive mechanisms, while affective traits and states have been relatively neglected (with the exception of stress, e.g. see Hancock and Desmond 2001).”
• Effectiveness of a School-Based Yoga Program on Adolescent Mental Health, Stress Coping Strategies, and Attitudes Toward Violence: Findings From a High-Risk Sample (2014, unknown): “…a learner’s ability to pay attention, use short-term, long-term, and declarative memory, and determine what is (and is not) important (Boals, Rubin, & Klein, 2008; Chen, Dube, Rice, & Baram, 2008; Gazaniga, 1988; Jacobs & Nadel, 1985; Hancock & Desmond, 2001; Newcomer et al., 1999; Sapolsky, 1998).”