Stress and Motor Performance and Learning by Ss of Low and High Initial Ability

Abstract

60 male university students were given 24 trials on the pursuit rotor over 2 days to examine the effects of electric shock stress on the motor performance by learners of low and high initial ability. In the initial period (Trials 1 to 4 of Day 1) no shock was given; during the stress period (Trials 5 to 12 of Day 1) shock was interpolated during practice; and, in the retest period (Trials 13 to 24 of Day 2) no shock was given. After testing Ss in experimental and control groups, scores were ranked according to initial period and the top 20 scorers (10 control and 10 experimental) were designated as the high-ability group and the low 20 (10 control and 10 experimental) were designated as the low-ability group. Heart rates were monitored during Day 1 performance as a basis for determining whether the experimental Ss were in fact stressed. Threat and administration of electric shock had differential effects on the heart rates of Ss of different initial abilities. The high-ability Ss showed increased heart rates while the low-ability Ss had decreased heart rates. The stress produced by electric shock did not significantly affect motor performance of low-ability and high-ability groups.