The effect of high-intensity stress on learning.

Experimental research on effects of acute high-intensity stress in real-life conditions is scarce. While running a specially designed selection procedure, Belgian Special Forces candidates (N = 27) were randomly assigned to a no-stress and a stress group. In a between-subjects field experiment 14 participants were exposed to a brusque and high-intensive mock prison of war (POW) exercise, while others performed a no-stress filler task. Subsequently, and in identical conditions for both no-stress and stress groups, cognitive performance was measured applying three standardized neuropsychological tests: the Digit Span test (WAIS III), a 21 pictures free recall test, and the Rey-Osterrieth Complex Figure test. Stress levels were assessed by glucocorticoids (cortisol) measurement during the cognitive performance tests, and subjectively by the NASA Talk Load Index (TLX).

High-intensity stress reduces cognitive performance (visuo-spatial learning) both for immediate and delayed recall.

Data acquisition on 17 and 18 November 2008

Two intervention conditions:

1. No-stress;

2. Stress.




Interventions: Digit Span test, 20 Pictures Free Recall test en Rey-Osterrieth Complex Figure test.