Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students' self-reported cognitive load after the problem- solving process has been combined with…

Examines (1) whether Type A individuals respond with more psychophysiological arousal to threat to self-esteem than to threat of shock, (2) whether differences between Type A and Type B individuals in psychophysiological responses are greater under high than low stress, and (3) whether Type A and Type B individuals differ in how they cognitively…

Reviews studies in which the psychophysiological responses of Type A and B subjects were studied in various contexts. It appears that Type A's manifest greater psychophysiological arousal in solitary as well as interpersonal situations in which there is a moderate external incentive to accomplish something and an intermediate probability of…

Reviewed task-related differences in physiological arousal between Type A and Type B persons and found that differences are less consistent and of a smaller magnitude than what is usually assumed. Furthermore, the median difference in systolic blood pressure between Type A and Type B persons working on tasks was small. (Author/JAC)

Assessed differences in cardiovascular reactivity between high and low life-stress students (N=26). Results indicated high life-stress individuals maintained their elevated stressor levels throughout recovery from a laboratory stressor, and showed significantly higher systolic recovery levels compared to the low stress group. (JAC)

Children in open and traditional classrooms were observed and tested on physiological and performance measures. The children were categorized into subgroups according to their arousal level. Analyses of variance revealed that performance of high-arousal children in open classrooms decreased over time in contrast to all other subgroups. (Author/AL)