Performance degradation under pressure in music: an examination of attentional processes

Abstract

An experiment was carried out to investigate the cognitive mechanisms responsible for performance degradation under pressure in music. The experiment was designed to compare the predictions of two theories, distraction and explicit monitoring. Distraction theory (Eysenck, 1992) explains performance degradation as a result of attentional shifts to task-irrelevant information. Explicit monitoring theory (Baumeister, 1984; Masters, 1992) postulates that performance degradation is due to increased attention to step-by-step control of skill processes. A total of 72 novice musicians were given individual lessons on basic note and rhythm reading skills. They were then trained on a keyboard task under one of three conditions (single-task, dual-task, video-monitoring) before being exposed to either a high-pressure or low-pressure post-test. Results showed that pressure led to skill failure in the single-task and dual-task groups, but resulted in improved performance of the video-monitoring group. These results were consistent with explicit monitoring theory. Furthermore, video-monitoring training was found to ameliorate the performance deficits normally caused by high pressure. Finally, the present study found no evidence that trait anxiety influences the effect of pressure on performance.