Figure 2.

A comparison of the Hebbian version of the Yerkes-Dodson law, as it has been commonly represented for the past 50 years (a), and the original version, based on the actual findings and theorizing of Yerkes and Dodson ([38]; (b)). The Hebbian version incorrectly states that high levels of stress, anxiety, or motivation produce a monolithic impairment of performance. The original version based on the actual [38] Yerkes-Dodson findings takes into account the finding that strong emotionality can enhance performance under “simple” learning conditions, such as when learning involves focused attention on a restricted range of cues, and impairs performance under more complex or challenging learning situations, such as in divided attention, multitasking, and working memory tasks. Graph (a) is adapted from 5 decades of publications and books, for example, Hebb [53], Loftus [54], and Radvansky [55].