Academic performance under stress: At the intersection of emotion and cognitive control.
Dr. Sian Beilock, University of Chicago
Monday, October 6th at 5:30 p.m., 118 Psychology
About Dr. Beilock
Sian Beilock is a Professor in the Department of Psychology and the Committee on Education at the University of Chicago. Her research sits at the intersection of cognitive science and education. She explores the cognitive and neural substrates of skill learning as well as the mechanisms by which performance breaks down in high-stress academic situations. In addition to answering basic questions about cognition, the goal of her research program is to inform educational practice and policy. Her research is supported by the National Science Foundation and the U.S. Department ofEducation. Dr. Beilock’s received an award for Transformative Early Career Contributions from the Association for Psychological Science in 2011. She has also authored a critically-acclaimed book “Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To.” Beilock’s new book “How the Body Knows Its Mind: The Surprising Power of the Physical Environment to Influence How You Think and Feel” comes out January 6th, 2015 (Simon & Schuster, Atria Books).
Abstract
For many people, the desire to perform their best in academics is high. Consequences for poor performance, especially in examinations, include poor evaluations by mentors, teachers, and peers; lost scholarships; and relinquished educational opportunities. But, why do poor performances occur in those very situations where students are set on doing their best? What cognitive and neural processes drive less-than-optimal outcomes when the pressure is high? And, can we use knowledge about how thinking and reasoning are altered under stress to shed light on why some people thrive while others fail in high-stakes situations? In this talk, I will discuss behavioral and brain imaging work examining how students’ knowledge and general cognitive abilities interact with social and emotional factors (e.g., a student’s fear of test taking) to impact performance in academic arenas such as math. Implications for education and assessment will also be discussed.
Suggested Readings
Maloney, Erin A. and Beilock, Sian L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Science vol. 16 no. 8 [.pdf]
Ramirez, Gerardo and Beilock, Sian L. (2011). Writing about testing worries boosts exam performance in the classroom. Science vol. 331 [.pdf]