inverted-U hypothesis explanation free

4) Multidimensional anxiety theory: This theory of anxiety posits that when one has anxious thoughts - they will have poorer performance. Anxiety felt by the body will have an effect on performance much like that of the inverted U theory (see above). However, there is little support for this theory.

Looking for online definition of inverted-U hypothesis in the Medical Dictionary

The two-Gospel hypothesis provides an effective response regarding these literary and historical similarities with the Gospels of Matthew, Mark, and Luke through a balanced approach utilizing both internal and external resources to address the long standing debate regarding the synoptic problem....


inverted U hypothesis - oi - Oxford Index Home - oi

The Sapir-Whorf Hypothesis illustrates the stucture of one language strongly affect the world-view of its speakers....

The hygiene hypothesis states that although we have shifted rapidly into a clean, modern and civilized state, our bodies have not yet adapted, and our immune system is responding inappropriately with an increased susceptibility to allergies and autoimmune diseases.


The inverted-U relationship between stress and performance: ..

One of the major principles of the arousal-performance relationship is the Inverted-U hypothesis (Baechle and Earle 2008, 168), developed by Yerkes and Dodson.

Problems with inverted 'U' Theory

An alternative approach to Drive Theory is known as the Inverted-U hypothesis (Yerkes 1908) that predicts a relationship between arousal and performance approximates to an inverted U shape. The theory is that as arousal is increased then performance improves but only up to a certain point (top of the inverted U). If the athlete's arousal is increased beyond this point then performance diminishes.

Explain the Kuznets “Inverted-U” hypothesis? | Yahoo Answers

Self-efficacy is an individual’s beliefs about their competence and the ability to execute a plan of action as a coping mechanism (Keogh, 1984, p. 1). Gifted students have high academic self-efficacy and expect to succeed in school but an investigation showed that this trait does not transfer to the playing field provided mixed results. There does not appear to be a gap in self-efficacy in how they feel about their abilities in each field but there is a definite discrepancy in terms of how they (Sternberg & Williams, 2002, p. 26).