The Role of Supportive Messages and Distracting Thoughts on Everyday Problem-Solving Performance

Abstract

UNLABELLED: BACKGROUND/STUDY CONTEXT: An increasing number of studies have examined factors related to everyday problem-solving performance across adulthood. The current study examined the role of experimentally provided supportive messages intended to provide practical or emotional support on everyday problem-solving performance. Other factors such as participant age and distracting thoughts experienced during task completion were also investigated. METHODS: Everyday problem-solving performance, verbal ability performance, inductive reasoning performance, and self-reports of distracting thoughts were obtained from 54 middle-aged and 48 older adults. Participants were also exposed to practically supportive messages, emotionally supportive messages, or no supportive messages prior to completing the everyday problem-solving task. RESULTS: Exposure to emotionally supportive messages increased task performance and lowered levels of distracting thoughts. Distracting thoughts mediated the relation between exposure to emotionally supportive messages and everyday problem-solving performance. Distracting thoughts also mediated the relation between age and everyday problem-solving performance. CONCLUSION: Study findings indicate that emotionally supportive messages may increase everyday problem-solving performance by decreasing the amount of distracting thoughts experienced by participants. This finding suggests that consistent administration of emotionally supportive messages could result in more optimal everyday problem-solving performance among middle-aged and older adults.

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