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Reporte de Investigación: El Efecto de ser Observado Sobre el Rendimiento en una Tarea de Fluidez Verbal

DOI: 10.4067/S0718-22282006000100011

Keywords: cognitive performance, social factors.

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Abstract:

to investigate how being observed influences cognitive performance, researchers have typically used laboratory experiments with mental math as the predominant task (e.g., doing double digit additions in one's mind). in order to increase the generalizability of these effects, we used a verbal fluidity task in a more ecologically valid setting. elementary and secondary school students performed the task with or without observers. data showed that being observed reduces verbal fluidity. the pattern of results is consistent with the effect of social factors on cognitive performance extending to a wide range of cognitive tasks. we suggest the need to take these effects into account in educational contexts.

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