Yoshihide Noritake    Department   Kawasaki University of Medical Welfare  ,    Position   Instructor
Article types	原著
Language	Japanese
Peer review	Peer reviewed
Title	Effects of Short Expressive Writing Interventions on High-Pressure-Induced Reductions in Working Memory Task Performance
Journal	Formal name：JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY
Domestic / Foregin	Domestic
Volume, Issue, Page	pp.134-146
Author and coauthor	YOSHIHIDE NORITAKE, YUKO TAKEI, MASAHARU TERASAKI, MASAKO KADOTA, ITSUKO TAKEUCHI, MASAMICHI YUZAWA
Authorship	Lead author
Publication date	2020/06/30
Summary	The present study examined effects of high-pressure conditions on working memory and of a short expressive writing intervention on negative effects of high-pressure conditions. In Study 1, university students performed working memory tasks under high-pressure conditions. The results suggested that working memory task perfor- mance decreased under those high-pressure conditions. In Study 2, the participants did short expressive writing immediately before performing a working memory task under high-pressure conditions. In addition, as opposed to the short expressive writing intervention that dealt with negative emotions, Study 2 included a short bene􏰁t-writing intervention that involved positive emotions. Effects of the 2 interventions were then compared. The results sug- gested that performing the short expressive writing may have alleviated negative effects of the high pressure, as well as partially alleviating a decline in working memory task performance. In particular, the short bene􏰁t-writing appeared to stabilize the intervention effect in comparison to the short expressive writing. Because Study 2 may be more applicable to children, future research should examine effects of these interventions on performance in elementary and secondary education settings.