{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/pre-commit-the-first-minute-of-the-high-stakes-task",
  "id": "MHC-D-RESEARCH-0808",
  "version": "0.1.0",
  "title": "Pre-commit the first minute of the high-stakes task",
  "summary": "Remove one decision before pressure arrives.",
  "kind": "protocol",
  "body": "Write a short cue-response routine for the opening minute. Keep it behavioral: read or listen fully, pause, identify the task, choose the response structure, start. Rehearse the routine under mild pressure so the cue is familiar. The goal is not a scripted answer; it is a stable start process.",
  "limits": [
    "Do not script content so tightly that you stop responding to the actual question."
  ],
  "topics": [
    "union-assessment-execution-and-pressure"
  ],
  "intents": [],
  "source_ids": [
    "RS-3C08FD913D144E6C",
    "RS-3866D5DE4E5AD64E"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis of implementation intentions found that specifying an if-then response to a future cue can improve translation of intentions into action across varied goal domains.",
      "source_id": "RS-3C08FD913D144E6C",
      "role": "supports",
      "note": "An if-then plan cannot remove external constraints or make an unrealistic goal achievable.",
      "locator": "Abstract"
    },
    {
      "claim": "In a GRE study, participants instructed to reinterpret arousal as potentially useful performed better on the math section in the practice session and later reported higher math scores on the actual GRE than controls.",
      "source_id": "RS-3866D5DE4E5AD64E",
      "role": "supports",
      "note": "This is a specific experiment and should not be generalized as a guaranteed exam-performance intervention.",
      "locator": "Abstract and discussion"
    }
  ],
  "use_when": [
    "The start of an oral assessment, exam or interview creates enough pressure that you waste attention deciding how to begin."
  ],
  "avoid_when": [
    "Do not script content so tightly that you stop responding to the actual question."
  ],
  "example": "When the assessor finishes the question, pause for two seconds, name the decision, give the reason, then add the example.",
  "check": "The opening routine can run without choosing a new process under pressure.",
  "steps": [
    "The opening routine can run without choosing a new process under pressure."
  ],
  "sources": [
    {
      "id": "RS-3C08FD913D144E6C",
      "title": "Implementation Intentions and Goal Achievement: A Meta-analysis of Effects and Processes",
      "url": "https://www.sciencedirect.com/science/chapter/bookseries/abs/pii/S0065260106380021"
    },
    {
      "id": "RS-3866D5DE4E5AD64E",
      "title": "Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE",
      "url": "https://pmc.ncbi.nlm.nih.gov/articles/PMC2790291/"
    }
  ],
  "relations": [],
  "collections": [
    {
      "id": "RC-CA34E7FAC31037A8",
      "title": "Keep assessment preparation executable under pressure",
      "url": "/collections/keep-assessment-preparation-executable-under-pressure"
    }
  ]
}