Do gains in working memory capacity explain the written self-disclosure effect?

Does expressive writing or an instructional intervention reduce the impacts of test anxiety in a college classroom?

Test anxiety is a major concern in education because it causes uncomfortable feelings in test-anxious students and may reduce the validity of exam scores as a measure of learning. As such, brief and cost-effective interventions are necessary to minimize the negative impact of test anxiety on students’ academic performance. In the present experiment, we examine two such interventions: expressive writing (Experiment 1) and an instructional intervention (Experiment 2), with the latter developed from a similar intervention for stereotype threat. Across four authentic exams in a psychology class, students alternated between completing the intervention and a control task immediately before completing the exams. Neither intervention was effective at reducing test anxiety or improving exam performance. The present results suggest that these interventions may not be successful in addressing the impacts of test anxiety in all classroom settings.

The Characteristics and Benefits of Disclosing Personal Experiences in Prison: A Study of the Writing Paradigm

The aim of this study is to investigate the characteristics and benefits of writing about personal experiences in prison. A variation of the classic writing paradigm was proposed to a sample of 93 male inmates in southern Italian prisons. Participants were left to write on any personal experience related to their condition and time in prison in 4 daily sessions. Measures of subjective well-being were collected across the sessions. Transcripts were analyzed through sentiment analysis. Cognitive and executive functioning indices (i.e., general cognitive abilities, working memory capacity, inhibition, and shifting) are included as covariates in our analyses on the evolution of well-being measures. Results showed that participants’ well-being improved across the sessions, independent of the emotional valence of the disclosed experience. This effect was partly modulated by the participant’s measure of working memory capacity. After an initial simplification, narrative productions appeared to increase their length and complexity. Our results support the idea that emotional disclosure in our sample of inmates contributes to social integration. Results encourage the adoption of writing procedures, as they are inexpensive and effective in supporting prisoners’ adjustment to prison life. Supplemental materials are available at https://www.press.uillinois.edu/journals/ajp/media/a_study_on_the_writing_paradigm/index.htm

The effect of expressive writing on the error-related negativity among individuals with chronic worry

The error-related negativity (ERN), an ERP elicited immediately after errors, is enlarged among individuals with anxiety. The relationship between anxiety and enlarged ERN has spurred interest in understanding potential therapeutic benefits of decreasing its amplitude within anxious individuals. The current study used a tailored intervention-expressive writing-in an attempt to reduce the ERN among a sample of individuals with chronic worry. Consistent with hypotheses, the ERN was reduced in the expressive writing group compared to an unrelated writing control group. Findings provide experimental support that the ERN can be reduced among anxious individuals with tailored interventions. Expressive writing may serve to "offload" worries from working memory, therefore relieving the distracting effects of worry on cognition as reflected in a decreased ERN.