scholarly journals The link between flow and performance is moderated by task experience

2021 ◽  
pp. 106891
Author(s):  
Jussi Palomäki ◽  
Tuisku Tammi ◽  
Noora Lehtonen ◽  
Niina Seittenranta ◽  
Michael Laakasuo ◽  
...  
Keyword(s):  
And Performance ◽  
Task Experience

Diversity promotes abstraction and cognitive flexibility in collective problem solving

2021 ◽  
Author(s):  
Tatiana Goregliad Fjaellingsdal ◽  
Cordula Vesper ◽  
Riccardo Fusaroli ◽  
Kristian Tylén
Keyword(s):  
Problem Solving ◽  
Big Five ◽  
Cognitive Diversity ◽  
Feature Combination ◽  
Collaborative Test ◽  
Rule Changes ◽  
New Feature ◽  
And Performance ◽  
Task Experience ◽  
Similar Task

Social interaction plays an important role in many contexts of human reasoning and problem solving, and groups are often found to outperform individuals. We suggest that this benefit is associated with the dialogical sharing and integration of diverse perspectives and strategies. Here, we investigated whether diversity in prior experience affects groups’ problem representations and performance. In a game-like experiment, participants categorized aliens based on combinations of their features. Whenever a specific feature combination was learned, the rule changed and a new feature combination had to be learned. However, unbeknown to participants, rule changes were governed by an abstract meta-rule and awareness of this provided an advantage when rules changed. We compared categorization performance between individuals, groups composed of members trained on the same rule, and groups composed of members trained on different rules before entering the collaborative test phase. Following preregistered predictions, groups with diverse task experience outperformed groups with similar task experience, which in turn outperformed individuals. These findings were unaffected diversity in personality (Big Five) and motivational factors, suggesting that diversity in experience plays the key role. We conclude that cognitive diversity impact problem solving by stimulating processes of abstraction and flexibility at the level of the group.

Efficacy-Performance Spirals: An Empirical Test

2000 ◽  
Vol 26 (4) ◽  
pp. 791-812 ◽  
Author(s):  
Christine M. Shea ◽  
Jane M. Howell
Keyword(s):  
Significant Relationship ◽  
Self Efficacy ◽  
Empirical Test ◽  
Strong Support ◽  
Dynamic Nature ◽  
And Performance ◽  
Task Experience ◽  
Performance Spirals ◽  
Over Time ◽  
And Task

This study examined the pattern of the relationships between self-efficacy and performance in an experiment involving 148 students who worked on a manufacturing task over four trials. Task feedback and task experience, two variables that may influence the occurrence of efficacy-performance spirals, were also investigated. Results indicated strong support for a significant relationship between self-efficacy and performance over time. However, the pattern of changes in self-efficacy and performance from trial-to-trial contained self-corrections, suggesting that the efficacy-performance relationship does not necessarily proceed in a monotonic, deviation-amplifying spiral. Task feedback and task experience affected the occurrence of self-corrections in the pattern of changes in self-efficacy and performance over time. Implications are drawn about the dynamic nature of self-efficacy.

How Task Experience Influences Students' Performance Expectancies: The Role of Certainty

2011 ◽  
Vol 109 (2) ◽  
pp. 380-388 ◽  
Author(s):  
Oliver Dickhäuser ◽  
Marc-André Reinhard ◽  
Chris Englert
Keyword(s):  
Expectancy Value ◽  
Performance Expectancy ◽  
Performance Expectancies ◽  
Predicting Performance ◽  
Before And After ◽  
Mathematics Examination ◽  
Predicting Behavior ◽  
And Performance ◽  
Task Experience

The importance of performance expectancies for predicting behavior has long been highlighted in research on expectancy-value models. These models do not take into account that expectancies may vary in terms of their certainty. The study tested the following predictions: task experience leads to a higher certainty of expectancies; certainty and mean expectancies are empirically distinguishable; and expectancies held with high certainty are more accurate for predicting performance. 273 Grade 8 students reported their performance expectancy and the certainty of expectation with regard to a mathematics examination immediately before and after the examination. Actual grades on the examination were also assessed. The results supported the predictions: there was an increase in certainty between the two times of measurement; expectancies and certainty were unrelated at both times of measurement; and for students initially reporting higher certainty, the accuracy of the performance expectancy (i.e., the relation between expectancy and performance) was higher than for students reporting lower certainty. Given lower certainty, the accuracy increased after the students had experience with the examination. The data indicate that it may be useful to include certainty as an additional variable in expectancy-value models.

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