{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1904"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1904","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"An Examination of Experimentally-Manipulated Enacted Support Upon Cognitive Performance and Cognitive Interference","abstract":"This study examined the effects of enacted negative, neutral, and positive support and gender on cognitive performance, cognitive interference, and task attribution. An experimenter explained to participants how to perform the anagram task, gave a stress-arousal statement and a statement of negative, neutral, or positive enacted support. A manipulation check indicated that participants perceived levels of support appropriately. However, type of enacted support had no significant influence upon cognitive performance or cognitive interference. Little evidence was found supporting the influence of enacted support on task attributions. Those participants who received positive support found the task more boring than those who received neutral suport. Gender was related to cognitive performance, as females outperformed males.","abstract_html":"This study examined the effects of enacted negative, neutral, and positive support and gender on cognitive performance, cognitive interference, and task attribution. An experimenter explained to participants how to perform the anagram task, gave a stress-arousal statement and a statement of negative, neutral, or positive enacted support. A manipulation check indicated that participants perceived levels of support appropriately. However, type of enacted support had no significant influence upon cognitive performance or cognitive interference. Little evidence was found supporting the influence of enacted support on task attributions. Those participants who received positive support found the task more boring than those who received neutral suport. Gender was related to cognitive performance, as females outperformed males.","abstract_has_math":false,"creators":["McCool, Robert"],"institution":null,"degree_name":"Master of Science in Psychology","degree_level":"Masters","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["David Lutz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1996,"date_issued":"1996-07-01T07:00:00Z","date_published":"1996-07-01T07:00:00Z","updated_at":"2026-07-24T03:16:00Z","subjects":["Psychology"],"languages":[],"rights":["© Robert McCool"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/903","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Lutz"]},{"key":"dc:creator","label":"Author","values":["McCool, Robert"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Robert McCool"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/903"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effects of enacted negative, neutral, and positive support and gender on cognitive performance, cognitive interference, and task attribution. An experimenter explained to participants how to perform the anagram task, gave a stress-arousal statement and a statement of negative, neutral, or positive enacted support. A manipulation check indicated that participants perceived levels of support appropriately. However, type of enacted support had no significant influence upon cognitive performance or cognitive interference. Little evidence was found supporting the influence of enacted support on task attributions. Those participants who received positive support found the task more boring than those who received neutral suport. Gender was related to cognitive performance, as females outperformed males."]},{"key":"dc:title","label":"Title","values":["An Examination of Experimentally-Manipulated Enacted Support Upon Cognitive Performance and Cognitive Interference"]}]}],"canonical_facts":{"dc:contributor":["David Lutz"],"dc:creator":["McCool, Robert"],"dc:description.abstract":["This study examined the effects of enacted negative, neutral, and positive support and gender on cognitive performance, cognitive interference, and task attribution. An experimenter explained to participants how to perform the anagram task, gave a stress-arousal statement and a statement of negative, neutral, or positive enacted support. A manipulation check indicated that participants perceived levels of support appropriately. However, type of enacted support had no significant influence upon cognitive performance or cognitive interference. Little evidence was found supporting the influence of enacted support on task attributions. Those participants who received positive support found the task more boring than those who received neutral suport. Gender was related to cognitive performance, as females outperformed males."],"dc:identifier":["https://bearworks.missouristate.edu/theses/903"],"dc:rights":["© Robert McCool"],"dc:subject":["Psychology"],"dc:title":["An Examination of Experimentally-Manipulated Enacted Support Upon Cognitive Performance and Cognitive Interference"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Psychology"]},"updated_at":"2026-07-24T03:16:00Z"}