Abstract
The present research was designed to assess the effects of three cognitive strategies on long-distance running. In comparison with the control subjects, the subjects who were administered associative, task-specific instructions demonstrated a substantial improvement in their running times. Dissociative and psyching-up instructions were no more effective in improving running times than were control instructions. A positive relationship was found between the use of associative and dissociative instructions and running times.
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This article is based in part on an honors thesis submitted by the first author to the Department of Psychology, Wake Forest University, in partial fulfillment of the requirements for honors. This research was supported in part by the Wake Forest University Research and Publication Fund.
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Saintsing, D.E., Richman, C.L. & Bergey, D.B. Effects of three cognitive strategies on long-distance running. Bull. Psychon. Soc. 26, 34–36 (1988). https://doi.org/10.3758/BF03334853
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DOI: https://doi.org/10.3758/BF03334853