Anxiety and working memory capacity: A meta-analysis and narrative review.
By Tim P. Moran. Psychological bulletin, 2016
697 citations recorded by the source corpus.
Subfields: Clinical Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/ca5af77642fcf63aac6873a4b3323e5b6a4a49ad
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Julie A. Hadwin
- Fred Paas
- Jutta Joormann
- Jonas Everaert
- Ian H. Gotlib
- J. LeMoult
- Catherine D’Avanzato
- Michael Vanderlind
In Experimental and Cognitive Psychology
- Fred Paas
- J. V. van Merriënboer
- John Sweller
- Tamara van Gog
- Slava Kalyuga
- Paul A. Kirschner
- Jonas Everaert
- Paul Ayres
Citations in the corpus
- The Global Prevalence of Anxiety Among Medical Students: A Meta-Analysis (2019, background): “Anxiety can also impair goal-directed attention and concentration [9], working memory [10], and perceptual-motor function [11], all of which are important domains which enable medical students and physicians to provide safe and efficacious medical care to patients.”
- Psychological Impact of COVID-19 and Lockdown among University Students in Malaysia: Implications and Policy Recommendations (2020, background): “Anxiety impairs focus and concentration [25], memory [26], and visual motor skills [27].”
- Cognitive Architecture and Instructional Design: 20 Years Later (2019, background): “The basic assumption is that stress, emotions and uncertainty may restrict the capacity of working memory by competing with task-relevant processes; thus, they increase cognitive load, hamper learning and decrease transfer (Moran 2016).”
- Looking Through Tinted Glasses: Depression and Social Anxiety Are Related to Both Interpretation Biases and Inflexible Negative Interpretations (2018, background): “Depression and anxiety are related to reduced flexibility in cognitive control ( Joormann, 2010; Moran, 2016), causal attributions (Stange et al., 2017), and emotion regulation (Aldao, Nolen-Hoeksema, & Schweizer, 2010).”
- A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2021, background): “In addition, further studies have highlighted other factors that could potentially moderate the association between MC and math achievement and that have not been considered in existing research, including anxiety (Moran 2016) and executive functioning (Steinmayr et al. 2010) and their interaction.”