This study examined the effects of social observation on performance on a timed math and verbal test. The hypotheses that social observation would decrease accuracy and increase time were not supported. Independent t-tests found no significant differences in math scores, verbal scores, or total time between those who were socially observed and those who were not. A small negative correlation was found between time and scores, indicating less time was associated with lower scores. The limitations of a small sample size and brief experiment were noted.

1. •The hypotheses that were set for our experiment were not supported
through the data results.
•There was no significant relationship between the math scores of those
who experienced increased levels of social observation versus those were
not not socially observed.
•There was also no significant relationship between verbal scores of those
socially observed versus those were not.
•Comparatively, there was a small negative correlation between overall
score and time. Generally, the less time a participant used on the test, the
less answers they had correct after grading.
•Several limitations that could have contributed to the results were small
sample size for both groups and also small time frame to conduct the
experiment.
•In regards to Gendolla and Richter (2006), our study did not produce
any results to support their observations, suggesting that the level of
difficulty of our test was not hard enough.
We used an independent sample t-test to analyze whether social observation
had an effect on math score, verbal score, or overall time on the test:
Math score: The participants under social observation reported the
following scores on the math section of the test (M= 3.6, SD=1.256). The
participants who were not socially observed had very similar scores of
(M= 3.48, SD=1.176), t(83)=.484, p>.05, d=.098)..
Verbal score: The socially observed group (M=4.35, SD==.921) also
had similar scores when compared to the non- socially observed group
(M= 4.7, SD=.860), p>.05, d=.448..
Time: The independent t-test also found that there was no significant
difference in the time it took for those experiencing high levels of social
observation (M=192.45, SD=75.7838) and those experiencing low levels
of social observation (M=198.372, SD=78.0455) to complete the timed
task, t(83)=1.487, p>.05, d=0.077.
We also ran a bivariate correlation to determine if any of the dependent
variables of score (math, score, verbal score, overall score) were
correlated with time
We found that there is small negative correlation between time and
math score r(81)=-.232 p<.05 (table 2). We also found that at there is
a small negative correlation between time and verbal score r(81)=-
.282 p<.01 (table 2). There was also a small negative correlation
between time and overall score at r(81)=-.352 p<.01.
Effects of Social Observation on Cognitive Task
Ashley Rapice, Adam Gersowitz, Adam Rivera, Joan Rodriguez
Department of Psychology, University of Connecticut
INTRODUCTION
METHOD
REFERENCES
RESULTS
DISCUSSION
Participants
•83 undergraduates (40 socially observed, 43 not socially observed) enrolled in
PSYC 1100 or1103 at the UCONN Storrs campus.
Materials
•Two adjacent rooms with desk and chairs
•Paper test with five mathematical order of operation questions, and five verbal
questions
•Stopwatch
•Design
• Using a between-subject design, participants were randomly assigned to one of
the following groups:
• Socially Observed Group – Aware they were being observed during the
timed test
• Unobserved Group – Left alone in the room while completing the timed
test
This study examines the relationship of social observation and
capability to complete a timed verbal and mathematics test. The ability
to perform under observation of someone with prestige status can be
nerve wracking, but does observation by age related peers make a
difference?
• Gendolla, G.H. & Richter, M. (2006) used cardiovascular activity as a
measurement upon social observation. Their study found greater
levels of anxiety upon difficult tasks when compared to easier tasks.
• Thomas (1972) researched the idea of power and those who are in
positions of power are able to exert their influence in order to cause
those in lower positions of power to do things.
Current Study:
Participants were either socially observed or left alone to complete a
timed math and verbal test.
Hypotheses:
•Participants being socially observed would take less time to complete
the timed test than participants left alone.
•Participants being socially observed will complete the test with less
accuracy than the participants who completed it alone.
• Participants were gathered from the hallway into two separate rooms, one at
a time. We carefully explained the directions of the math and verbal tests and
asked if they had any questions before starting the timer.
• Participants in the socially observed group had two group members sitting
within a couple of feet away and watching them during the entire duration of
their problem solving.
• Participants in the unobserved group were left alone and told to notify an
experimenter in the hallway when they were finished in order to stop timing.
• Each subject was timed on how long it took for them to complete both
sections of the test (math and verbal) overall.
• Time was recorded directly on the paper and participants were debriefed
before leaving.
Analyses
We calculated participants scores by grading each section (math and verbal) out
of a possible 5 points for each sections. The possible range of scores for each
participant was 0-10, a perfect score being a 10/10 or 100%. We also converted
the time it took them to complete the test from minutes into seconds.
• Gendolla, G. H., & Richter, M. (2006). Cardiovascular Reactivity During Performance Under Social
Observation: The Moderating Role Of Task Difficulty. International Journal of Psychophysiology, 62(1),
185-192.
• Thomas, D. (1972). Role-Taking and Power in Social Psychology. American Sociological Review, 37(5),
605-614.
V3=Time (seconds) Social Observation of 0= No Social Observation
V4= Math Score Social Observation of 1= High Social Observation
V5=Word Score
V6=Total Score
Procedure Graphs