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===Choking under pressure===
It is well established that highly practiced, over-learned skills are performed automatically; they are controlled in real time, supported by procedural memory, require little attention, and operate largely outside of [[working memory]].<ref>{{cite journal | last1 = Anderson | first1 = J. R. | year = 1982 | title = Acquisition of a cognitive skill | journal = Psychological Review | volume = 89 | issue = 4| pages = 369–406 | doi=10.1037/0033-295x.89.4.369| s2cid = 18877678 | url = https://semanticscholar.org/paper/eb324f42d42dc29d9f89e044a76516227e4e2c66 }}</ref> However, sometimes even experienced and highly skilled performers falter under conditions of stress. This phenomenon is commonly referred to as choking, and serves as a very interesting exception to the general rule that well-learned skills are robust and resistant to deterioration across a wide range of conditions.<ref name="choking">{{cite journal | last1 = Beilock | first1 = S.L. | last2 = Carr | first2 = T. | year = 2001 | title = On the Fragility of Skilled Performance: What Governs Choking Under Pressure? | journal = Journal of Experimental Psychology: General | volume = 130 | issue = 4| pages = 701–725 | doi=10.1037/e501882009-391| citeseerx = 10.1.1.172.5140 }}</ref> Although not well understood, it is widely accepted that the underlying cause of choking is performance pressure, which has been defined as an anxious desire to perform very well in a given situation.<ref name="choking"/> Choking is most often associated with motor skills, and the most common real-life instances are in sports. It is common for professional athletes who are highly trained to choke in the moment and perform poorly. However, choking can occur within any ___domain that demands a high level of performance involving complex cognitive, verbal or motor skills. "Self-focus" theories suggest that pressure increases anxiety and self-consciousness about performing correctly, which in turn causes an increase in attention paid to the processes directly involved in the execution of the skill.<ref name="choking"/> This attention to the step-by-step procedure disrupts the well-learned, automatic (proceduralized) performance. What was once an effortless and unconscious retrieval execution of a procedural memory becomes slow and deliberate.<ref name="Langer, E. 1979"/><ref>{{cite journal | last1 = Lewis | first1 = B. | last2 = Linder | first2 = D. | year = 1997 | title = Thinking about choking? Attentional processes and paradoxical performance | journal = Personality and Social Psychology Bulletin | volume = 23 | issue = 9| pages = 937–944 | doi=10.1177/0146167297239003| pmid = 29506446 | s2cid = 3702775 }}</ref><ref>{{cite journal | last1 = Kimble | first1 = G. A. | last2 = Perlmuter | first2 = L. C. | year = 1970 | title = The problem of volition | journal = Psychological Review | volume = 77 | issue = 5| pages = 361–384 | doi=10.1037/h0029782| pmid = 4319166 }}</ref><ref>{{cite journal | last1 = Masters | first1 = R. S. | year = 1992 | title = Knowledge, knerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure | journal = British Journal of Psychology | volume = 83 | issue = 3| pages = 343–358 | doi=10.1111/j.2044-8295.1992.tb02446.x}}</ref> Evidence suggests that the more automated a skill is the more resistant it is to distractions, performance pressure, and subsequent choking. This serves as a good example of the relative durability of procedural memory over episodic memory. In addition to deliberate practice and
====Rising to the occasion====
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