Does evaluative pressure make you less or more distractible? Role of top-down attentional control over response selection.
People's ability to resist cognitive distraction is crucial in many situations. The present research examines individuals' resistance to attentional distraction under conditions of evaluative pressure. In a series of 4 studies, participants had to complete various attentional tasks while believing their intelligence was or was not under the scrutiny of an experimenter. Using a spatial cuing paradigm, Studies 1 through 3 demonstrated that feeling evaluated led participants to implement stronger feature-based attentional control, which resulted in more (or less) distraction when irrelevant information matched (did not match) the searched-for target. Study 4 ruled out the possibility that the above effects were due to voluntary shifts of attention and demonstrated that the control settings implemented under evaluative pressure resulted in stronger goal-contingent response priming. Thus, the way individuals relate to the task-the performance context in which they are-induces strong attentional selection biases. Altogether, the present findings highlight an overlooked form of top-down modulation of attention based on performance self-relevance. Implications for both the current models of attentional control and the current hypotheses on the impact of evaluative pressure on cognition, as well as the consequences for more complex performances, are discussed.
Centre de Recherche sur la Cognition et l'Apprentissage (CERCA UMR 7295), Université de Poitiers.
Alice
A
Normand
Centre de Recherche sur la Cognition et l'Apprentissage (CERCA UMR 7295), Université de Poitiers.
Cédric A
CA
Bouquet
Centre de Recherche sur la Cognition et l'Apprentissage (CERCA UMR 7295), Université de Poitiers.
Jean-Claude
JC
Croizet
D000328:Adult; D001288:Attention / Q000502:physiology*; D056344:Executive Function / Q000502:physiology*; D006801:Humans; D011897:Random Allocation; D012932:Social Facilitation; D013647:Task Performance and Analysis; D055815:Young Adult