Yerkes-Dodson law
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The Yerkes-Dodson law is an empirical relationship between arousal and performance, originally developed by psychologists, Robert M. Yerkes and John Dillingham Dodson in 1908.[1] The law dictates that performance increases with physiological or mental arousal, but only up to a point. When levels of arousal become too high, performance decreases. The process is often illustrated graphically as a curvilinear, inverted U-shaped curve which increases and then decreases with higher levels of arousal.
Research has found that different tasks require different levels of arousal for optimal performance. For example, difficult or intellectually demanding tasks may require a lower level of arousal (to facilitate concentration), whereas tasks demanding stamina or persistence may be performed better with higher levels of arousal (to increase motivation).
Because of task differences, the shape of the curve can be highly variable. For simple or well learned tasks, the relationship can be considered linear with improvements in performance as arousal increases. For complex, unfamiliar, or difficult tasks, the relationship between arousal and performance becomes inverse, with declines in performance as arousal increases.
The effect of task difficulty led to the hypothesis that the Yerkes-Dodson Law can be decomposed into two distinct factors. The upward part of the inverted U can be thought of as the energizing effect of arousal. The downward part is caused by negative effects of arousal (or stress) on cognitive processes like attention (e.g. "tunnel vision"), memory, and problem-solving.
There has been research indicating that the correlation suggested by Yerkes and Dodson exists (such as that of Broadhurst, 1959; Duffy, 1962; Anderson, 1988), but a cause of the correlation has not yet successfully been established (Anderson, Revelle, & Lynch, 1989).[2]
The Yerkes-Dodson law predicts that overlearning can improve performance in states of high arousal.[3]
[edit] See also
[edit] References
- ^ Yerkes, R. M., & Dodson, J. D. (1908) The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459-482 Full text
- ^ Anderson, K. J., Revelle, W., & Lynch, M. J. (1989) Caffeine, impulsivity, and memory scanning: A comparison of two explanations for the Yerkes-Dodson Effect. Motivation and Emotion, 13, 1-20.
- ^ Long, Martyn (2000). The Psychology of Education. Routledge. ISBN 0415239060.
