Effects of test anxiety on motor learning: The processing efficiency hypothesis

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Abstract
The hypothesis that, under test (stress) conditions, high trait-anxious individuals invest extra processing resources to reach motor learning levels similar to those of low-anxious individuals was investigated. A transfer procedure (practice trial, rest interval, and transfer trial) was employed to analyse motor learning effects. In Experiment 1, a secondary task (click detection) was used to measure the extra processing resources expenditure on motor learning during the practice trial. Neither motor performance in the transfer trial nor secondary task performance differed as a function of test condition or anxiety trait. A critical analysis of the secondary task paradigm suggested that it was not sensitive enough to reflect the amount of processing capacity expended on the primary motor tasks. In Experiment 2, subjects performed a loading task (verbal shadowing of sentences) concurrently with the motor tasks during the practice trial to prevent extra resources from being allocated to motor learning. Results showed that anxiety trait was associated to performance time increments on the high-demanding motor tasks in the transfer trial. A plausible explanation is that anxiety impairs learning because it reduces the efficiency of processing. An alternative interpretation, concerning an ability deficit of high trait-anxious individuals, is discussed.