The arousal theory of motivation states that physiological factors affect cognitive performance. The purpose of this study was to determine to what extent small changes in levels of exercise intensity affect cognitive performance. The study randomly allocated 416 undergraduate students from Griffith School of Applied Psychology to a no exercise (n = 159), 1-minute exercise (n = 130), or 2-minute exercise (n= 127) group. The mean age of the participants was 22.08 (n =22.08, SD = 7.28). The study utilised a self-reported letter detection test to determine which groups reported higher scores. The research found that 1-minute exercise had significantly higher letters detected (n = 92), whilst also supporting that this is optimal arousal level by having the lowest standard deviation (SD = 5.537). The study supported the consistently displayed inverted-u results that relate to Arousal theory.

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Course Code: 1001 PSY
Course Name: INTRODUCTION TO PSYCHOLOGY
Due Date: 17 / 05 / 2020 Assessment Item #: 2
Enrolment: Off Campus On Campus
Campus (Enrolled) Nathan GC Logan Mt G SB
Course Tutor: Kathy Ryan
Course Convenor: Dr. Lisa Jeffries
Please provide your STUDENT NUMBER: S5131054
Student Name: Kaylah Crompton
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3. The Effect of Exercise to Stimulate Cognitive
Performance in Letter Detection Tests: An
Inferential Statistics Analysis
Kaylah Crompton
S5131054
Griffith University, Gold Coast
1001 PSY
Kathy Ryan: Wednesday 1200
10/05/2020
1543 Words

4. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 2
Abstract
The arousal theory of motivation states that physiological factors affect cognitive
performance. The purpose of this study was to determine to what extent small changes in
levels of exercise intensity affect cognitive performance. The study randomly allocated 416
undergraduate students from Griffith School of Applied Psychology to a no exercise (n =
159), 1-minute exercise (n = 130), or 2-minute exercise (n= 127) group. The mean age of the
participants was 22.08 (n =22.08, SD = 7.28). The study utilised a self-reported letter
detection test to determine which groups reported higher scores. The research found that 1-
minute exercise had significantly higher letters detected (n = 92), whilst also supporting that
this is optimal arousal level by having the lowest standard deviation (SD = 5.537). The study
supported the consistently displayed inverted-u results that relate to Arousal theory.

5. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 3
Introduction
This research report seeks to determine whether varying length of high intensity
exercise influences cognitive performance, based on the arousal theory of motivation. The
arousal theory is the neuroscience of awakening both the physiological and psychological
senses of the body. Research on this theory stems from the observation that cognitive
function can be affected by the physiological responses the body has when exercising.
Exercise activates the ascending reticular activating system (ARAS) in the brain, resulting in
an increase in function of the autonomic nervous system, thus increasing, stimulating, and
arousing the all brain functions and therefore increasing cognitive performance (Klein &
Saint-Aubin, 2016).
The arousal theory has been applied to studies for centuries. Irwin, C. et al conducted
a study in 1788 which tested low-intensity aerobics to volitional exhaustion exercises at
increments, against cognitive function tests. This study found that the higher the intensity of
exercise, the higher the cognitive scores became, despite the difficulty of the tests increasing
also (Irwin et al, 2019). Therefore, it must be hypothesis that the 2-minute exercise group will
score higher on the cognitive behaviour test than the no exercise group, as if the ARAS is
stimulated; then the brain function must also be stimulated. It is also hypothesised that the 1-
minute exercise group will score higher than the no exercise group. However, considering the
consistency of intensity within the experiments exercise groups; this study may be more
applicable to Rattray, B. and J Smee, D.’s study of interval exercise at consistent intensities.
This study found that longer exercise resulted in regressive cognitive behaviour,
scoring much closer to the no exercise than the middle exercise group in the cognitive
assessment. These inverted-U results have been consistently displayed over arousal theory
studies (Lambourne & Tomporowski, 2010). Overall, exercise significantly increased
cognitive performance in the experiment compared to no exercise. They also determined that

6. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 4
cardiorespiratory levels and hypocapnia had no influence on cognitive performance, which is
beneficial as the Griffith Applied Psychology School cannot measure these levels during the
experiment (Rattray & Smee, 2016). Therefore, it is hypothesised that the 1-minute exercise
group may score higher than the 2-minute exercise group due to the cognitive regression
caused by longer exercise; despite the brain function of alertness still being higher. To further
support this hypothesis, Audiffren et al found that the effect of an exercise which brought on
cognitive performance would decline with the lengthening of the interval between the
termination of exercise and measurement of cognitive performance. The moderator analysis
did not provide support for this hypothesis.
Very few researchers have designed studies that systematically investigated how
cognitive performance changes either during and/or following the termination exercise. The
results from the studies that have closely examined time-related changes in cognitive
performance suggest that the effects of exercise may be subtle and influenced by a variety of
factors (e.g., Audiffren et al, 2008). Overall, it is hypothesised that cognitive performance
will be highest in the 1-minute exercise group and the lowest will be no exercise due to their
lack of ARAS stimulation / arousal.

7. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 5
Method
Participants
This task was performed by 416 undergraduate students (270 female, 140 male and 6 others)
from the School of Applied Psychology as part of the 1001 Introduction to Psychology
course. The mean age of the participants was 22.08 years old (M = 22.08, SD = 7.28).
Participants were randomly allocated to one of three groups: Group 1 involved no exercise (n
= 159); Group 2 involved a seated cycle for 1 minute (n = 130) and Group 3 involved a
seated cycle for 2 minutes (n = 127). There were no participants excluded from the research.
Materials
PowerPoint software was used for instructions to guide participants as well as to display the
electronic timer to the participants. Each participant also required a seat. To conduct the
cognitive performance test, each participant required a copy of “What a simple letter-
detection task can tell us about cognitive processes in reading” (Klein, R. M., et al, 2016), as
well as a pen or pencil. A class score sheet was required to record results.
Design
The experiment was a between-subjects design, where the participants performed one task.
The independent variable measured was the duration of the exercise which was one of three:
no exercise, 1-minute seated cycle or 2-minute seated cycle. The dependent variable was the
cognitive performance on a letter-detection task, which was counted independently after the
test was concluded.

8. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 6
Procedure
Participants were allocated to one of three groups based on the type of exercise they would
complete in the task. Group 1 (n = 159) completed no exercise, group 2 (n = 130) performed
seated cycling for 1 minute, and group 3 (n = 127) performed seated cycling for 2 minutes. In
order to finish at the same time so that all participants could begin the letter-detection task at
the same time, thus completing synchronously, group 3 was instructed to begin cycling as the
stopwatch began. At 1 minute on the stopwatch, group 2 was instructed to begin cycling. At 2
minutes on the stopwatch, all participants were instructed to stop exercising. 2 minutes later,
participants were instructed to read through the paper and circle every letter ‘I’ that they
passed. After three minutes, all the participants stopped the test. Participants then went
through and counted how many times they detected the letter ‘I’. These numbers were
recorded on a class score sheet, alongside their age and exercise group.

9. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 7
Results
The figure below displays the mean and standard deviations of scores on the letter detection
task for the ‘no exercise’ group, the ‘1-minute seated cycling’ group and the ‘2-minute seated
cycling’ group.
Table 1
An Independent Samples t-test was conducted to compare cognitive performance in the ‘no
exercise’ group with the ‘1-minute seated cycling’ group. Cognitive performance in the ‘1-
minute seated cycling’ group was significantly higher than in the ‘no exercise’ group, t(288)
= -3.23, p < .001. A second Independent Samples t-test was conducted to compare cognitive
performance in the ‘no exercise’ group and the ‘2-minute seated cycling’ group. Cognitive
performance in the ‘2 minute seated cycling’ group was significantly higher than in the ‘no
exercise’ group, t(285) = -2.98, p = .002. Lastly, an Independent Samples t-test was
conducted to compare cognitive performance in the ‘2-minute seated cycling’ group with the
‘1-minute seated cycling’ group. Cognitive performance was significantly lower in the ‘2-
minute seated cycling group compared to the ‘1-minute seated cycling’ group, t(256) = -1.71,
0
10
20
30
40
50
60
70
80
90
100
Number
Exercise Groups VS Cognitive Performance
Mean Letter Detection Scores Standard Deviation

10. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 8
p = .044. Overall, cognitive performance was highest in the ‘1-minute seated cycling’ group
and lowest in the ‘no exercise’ group.
Discussion
The results from this experiment have strongly supported the inverted-u hypothesis. The 1-
minute cycling group scored much higher than that of both the no exercise and 2-minute
exercise group, which shared a common standard deviation in scores and a significantly
related difference to the mean of the 1-minute cycling group. The results from this
experiment have also proven that exercise in general will increase cognitive processing when
compared to no-exercise. The stimulation of the brain function helps participants score higher
on cognitive tests, as found in all previously referenced articles. The results support the
hypotheses, due to the understanding that the arousal theory has an optimal peak level for
each brain function (Richter, 2015). Performance can regress post-optimal level, which was
2-minutes exercise. Thus, we have recreated an exercise vs cognitive-performance
experiment; however, we may be able to justify that this experiment has determined a smaller
window for optimal arousal level. Instead of test groups participating in longer varying
exercise times. Thus, it is reasonable to state that the optimal arousal time over this
experiment was 1-minute exercise.
As a scientific study, there were obviously limitations. The largest one that can be
identified is the fact that the cognitive processing task was self-reported. Therefore, it is
highly probable that some participants falsely provided their scores at a higher rate to fit the
‘average’ as scores were shared aloud in classrooms to be recorded. This can be easily
controlled in future studies as handing in the test with a group number on the form can result
in operator calculations.

11. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 9
As for further studies, it would be beneficial to neuroscience to determine whether
this inverted-u hypothesis is strongly significant across a larger selection of participants. As
well, determining how long the optimal peak of arousal will last, offering a general idea of
how often one should take a break from cognitive tasks to conduct a 1-minute exercise which
may result in better performance when returning to the task. This could offer tremendous help
to workplaces and schools.

12. THE EFFECT OF EXERCISE TO STIMULATE COGNITIVE PERFORMANCE IN LETTER DETECTION TESTS 10
References
Irwin, C., Desbrow, B., & McCartney, D. (2019). Effect of Duration and Intensity of Aerobic
Exercise on Cognitive Performance in Trained Individuals. Medicine & Science in Sports &
Exercise, 51(6), 474. doi: 10.1249/01.mss.0000561927.51367.e6.
Klein, R. M., & Saint-Aubin, J. (2016). What a simple letter-detection task can tell us about
cognitive processes in reading. Current Directions in Psychological Science, 25(6), 417-424.
https://doi.org/10.1177/0963721416661173
Lambourne, K., Tomporowski, P. (2010). The effect of exercise-induced arousal on cognitive
task performance: A meta-regression analysis. Brain Research, 1341(12-24), 12-22. DOI:
10.1016/j.brainres.2010.03.091
Rattray, B., & Smee, D. (2016). The effect of high and low exercise intensity periods on a
simple memory recognition test. Journal of Sport and Health Science, 5(3) 342-348. doi:
https://doi.org/10.1016/j.jshs.2015.01.005
Richter, M. (2015) Comment: Where is the Theory? A Critical Comment on Multiple
Arousal Theory. Emotion Review, 8(1), 82-83. DOI: https://doi-
org.libraryproxy.griffith.edu.au/10.1177/1754073915572146