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WhyCanSomeKidsHandlePressureWhileOthersFallApart?ByPOBRONSONandASHLEYMERRYMAN FEB.6,2013

NoahMuthlertookhisfirststatestandardizedtestinthirdgradeattheSpringCoveElementarySchoolinRoaringSpring,Pa.Itwasamiserableexperience,saidhismother,KathleenMuthler.Hewasagoodstudentinaprogramforgiftedchildren.But,Muthlersaid,hewascryinginmyarmsthenightbeforethetest,saying:Imnotready,Mom.Theydidntteachuseverythingthatwillbeonthetest.Infourthgrade,hewasupsetthewholeweekbeforetheexam.Hemanifestsitphysically,hismothersaid.Hegotheadachesandstomachaches.Hewouldasknottogotoschool.Notagoodsleeperanyway,Noahwouldslipdownstairsafteranhourtossinginbedandaskhismomtoliedownwithhimuntilhefellasleep.Infifthgrade,theanxietylastedasolidmonthbeforethetest.Evenafterthetest,hecouldntletitgo.Hewouldwonderaboutquestionshefearedhemisunderstood,Muthlersaid.

Sothisyear,MuthlerisoptingNoahoutofthePennsylvaniaSystemofSchoolAssessment,usingabroadreligiousandethicalexemption.JustknowinghewontbetakingthetestsinMarchhasputNoahinabetterframeofmindaboutschool.Thepressureisoffhisshouldersnow,hismothersaid.Whenhedoesntgraspaconceptimmediately,hecantalkitthroughwithoutanypanic.Helooksforwardtoscienceclassandmathclassagain,Muthlersaid.Hewantstobeachemicalornuclearengineer.

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MuthlerunderstandsNoahsdistressmoremysteriousiswhyhersonJacob,whoisineighthgrade,isnttheleastbitunnervedbythesametests.He,too,isinthegiftedprogram,butthatseemstogivehimbreezyconfidence,notfear.Youwouldthinkhedoesntevencare,Muthlermarveled.Noahhasthepanicandanxietyforbothofthem.Nevertheless,shewilloptoutJacobfromthetests,too,tobeconsistent.

Neverbeforehasthepressuretoperformonhighstakestestsbeensointenseormeantsomuchforachildsacademicfuture.Asmoreschooldistrictsstriveforaccountability,standardizedtestshaveproliferated.Thepressuretodowellonachievementtestsforcollegeisfilteringitswaydowntolowergrades,sothateventhirdgradersfeelasiftheyareontrial.Studentsgetthemessagethatclassworkisntwhatcounts,andthatthestandardizedexamisthetruermeasure.Sure,youdidyourhomeworkandwroteagreathistoryreportbutthistestisgoingtofindouthowsmartyoureallyare.Criticsarguethatallthistesttakingischurningoutsleepdeprived,overworked,miserablechildren.

Butsomechildrenactuallydobetterundercompetitive,stressfulcircumstances.WhycanJacobthriveunderpressure,whileitundoesNoah?Andhowshouldthatdifferenceinformthewaywethinkabouthighstakestesting?AnemergingfieldofresearchandapioneeringstudyfromTaiwanhasbeguntooffersomeclues.Likeanykindofhumanbehavior,ourresponsetocompetitivepressureisderivedfromacomplexsetoffactorshowwewereraised,ourskillsandexperience,thehormonesthatwemarinatedinasfetuses.Thereisalsoageneticcomponent:Oneparticulargene,referredtoastheCOMTgene,couldtoalargedegreeexplainwhyonechildismorepronetobeaworrier,whileanothermaybeunflappable,orinthememorablephrasingofDavidGoldman,ageneticistattheNationalInstitutesofHealth,moreofawarrior.

Understandingtheirpropensitytobecomestressedandhowtodealwithitcanhelpchildrencompete.Stressturnsouttobefarmorecomplicatedthan

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weveassumed,andfarmoreunderourcontrolthanweimagine.Unlikelongtermstress,shorttermstresscanactuallyhelppeopleperform,andviewingitthatwaychangesitseffect.Evenforthosegeneticallypredisposedtoanxiety,theantidoteisntnecessarilylesscompetitionitsmorecompetition.Itjustneedstobetherightkind.

EveryMayinTaiwan,morethan200,000ninthgradechildrentaketheBasicCompetencyTestforJuniorHighSchoolStudents.Thisisnotjustanytest.Thescoreswilldeterminewhichhighschoolthestudentsareadmittedtooriftheygetintooneatall.Only39percentofTaiwanesechildrenmakethecut,withtherestdivertedtovocationalschoolsorbackupprivateschools.Thetest,inessence,determinesthefutureforTaiwanesechildren.

Thetestisincrediblydifficultansweringthemultiplechoicequestionsrequiresknowledgeofchemistry,physics,advancedalgebraandgeometry,andtestinglastsfortwodays.Manystudentsgotocramschoolalmosteverynighttostudyallthesubjectsonthetest,saysChunYenChang,directoroftheScienceEducationCenteratNationalTaiwanNormalUniversity.JustoneortwopercentagepointsdifferencewilldragyoufromtheNo.1highschoolinthelocalregiondowntoNo.3or4.

Inotherwords,theexamwasaperfect,realworldexperimentforstudyingtheeffectsofgeneticsonhighstakescompetition.Changandhisresearchteamtookbloodsamplesfrom779studentswhohadrecentlytakentheBasicCompetencyTestinthreeregionsofTaiwan.Theymatchedeachstudentsgenotypetohisorhertestscore.

Theresearcherswereinterestedinasinglegene,theCOMTgene.Thisgenecarriestheassemblycodeforanenzymethatclearsdopaminefromtheprefrontalcortex.Thatpartofthebrainiswhereweplan,makedecisions,anticipatefutureconsequencesandresolveconflicts.Dopaminechangesthefiringrateofneurons,speedingupthebrainlikeaturbocharger,saysSilvia

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Bunge,associateprofessorofpsychologyandneuroscienceattheUniversityofCalifornia,Berkeley.Ourbrainsworkbestwhendopamineismaintainedatanoptimallevel.Youdontwanttoomuch,ortoolittle.Byremovingdopamine,theCOMTenzymehelpsregulateneuralactivityandmaintainmentalfunction.

Heresthething:Therearetwovariantsofthegene.Onevariantbuildsenzymesthatslowlyremovedopamine.Theothervariantbuildsenzymesthatrapidlycleardopamine.Weallcarrythegenesforoneortheother,oracombinationofthetwo.

Inlabexperiments,peoplehavebeengivenavarietyofcognitivetaskscomputerizedpuzzlesandgames,portionsofI.Q.testsandresearchershaveconsistentlyfoundthat,undernormalconditions,thosewithslowactingenzymeshaveacognitiveadvantage.Theyhavesuperiorexecutivefunctionandallitentails:theycanreason,solveproblems,orchestratecomplexthoughtandbetterforeseeconsequences.Theycanconcentratebetter.Thisadvantageappearstoincreasewiththenumberofyearsofeducation.

Thebrainsofthepeoplewiththeothervariant,meanwhile,arecomparativelylackadaisical.Thefastactingenzymesremovetoomuchdopamine,sotheoveralllevelistoolow.Theprefrontalcortexsimplydoesntworkaswell.

Onthatscorealone,havingslowactingenzymessoundsbetter.Thereseemstobeatradeoff,however,totheseslowenzymes,onetriggeredbystress.Intheabsenceofstress,thereisacognitiveadvantage.Butwhenunderstress,theadvantagegoesawayandinfactreversesitself.

Stressfloodstheprefrontalcortexwithdopamine,saysAdeleDiamond,professorofdevelopmentalcognitiveneuroscienceattheUniversityofBritishColumbia.Alittleboosterhitofdopamineisnormallyagoodthing,butthebigsurgebroughtonbystressistoomuchforpeoplewiththeslowactingenzyme,whichcantremovethedopaminefastenough.Muchlikefloodingacar

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enginewithtoomuchgasoline,prefrontalcortexfunctionmeltsdown,Diamondsays.

OtherresearchhasfoundthatthosewiththeslowactingenzymeshavehigherI.Q.s,onaverage.OnestudyofBeijingschoolchildrencalculatedtheadvantagetobe10I.Q.points.Butitwasunclearifthecognitiveadvantagestheyhadwouldstaywiththemwhentheywereunderstressoutsidethesecurityofthelabenvironment.

TheTaiwanstudywasthefirsttolookattheCOMTgeneinahighstakes,reallifesetting.WouldtheI.Q.advantageholdup,orwouldthestressundermineperformance?

Itwasthelatter.TheTaiwanesestudentswiththeslowactingenzymessankonthenationalexam.Onaverage,theyscored8percentlowerthanthosewiththefastactingenzymes.ItwasasifsomeoftheAstudentsandBstudentstradedplacesattesttime.

Iamnotagainstpressure.Actually,pressureisgood[for]someone,Changcommented.Butthosewhoaremorevulnerabletostresswillbemoredisadvantaged.

Asof2014,TaiwanwillnolongerrequireallstudentstotaketheBasicCompetencyTest,asthecountrymovesto12yearcompulsoryeducation.Thesystemwillnolongerbebuilttoweedoutchildren,buttokeepthemallinschool.Butacademicallyadvancedstudentswillstilltakesomekindofentranceexam.Andthoseelitestudentswillstillfeelthepressure,which,itbearsrepeating,willhurtsomebuthelpothers.

Thepeoplewhoperformbestinnormalconditionsmaynotbethesamepeoplewhoperformbestunderstress,Diamondsays.Peoplebornwiththefastactingenzymesactuallyneedthestresstoperformtheirbest.Tothem,theeverydayisunderwhelmingitdoesntexcitethemenoughtostimulatethesharpnessofmindofwhichtheyarecapable.Theybenefitfromthatsurgein

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dopamineitraisestheleveluptooptimal.TheyarelikeSupermanemergingfromthephoneboothintimesofcrisistheirabilitiestoconcentrateandsolveproblemsgoup.

SomescholarshavesuggestedthatweareallWarriorsorWorriers.ThosewithfastactingdopamineclearersaretheWarriors,readyforthreateningenvironmentswheremaximumperformanceisrequired.ThosewithslowactingdopamineclearersaretheWorriers,capableofmorecomplexplanning.Overthecourseofevolution,bothWarriorsandWorrierswerenecessaryforhumantribestosurvive.

Intruth,becauseweallgetoneCOMTgenefromourfatherandonefromourmother,abouthalfofallpeopleinheritoneofeachgenevariation,sotheyhaveamixoftheenzymesandaresomewhereinbetweentheWarriorsandtheWorriers.AboutaquarterofpeoplecarryWarrioronlygenes,andaquarterofpeopleWorrieronly.

AnumberofresearchstudiesarelookingatCOMT,includingseveralinvolvingtheAmericanmilitary.ResearchersatBrownUniversityhavebeenstudyingCOMTsconnectiontoposttraumaticstressdisorderinveteransofthewarsinIraqandAfghanistan.QuinnKennedy,aresearchpsychologistattheNavalPostgraduateSchool,isstudyinghowthegenecorrelateswithpilotperformance.DouglasC.Johnson,aprofessorofpsychiatryattheUniversityofCalifornia,SanDiego,ispartofaconsortiumofresearcherscalledtheOptiBrainCenter,whereheisinterestedinCOMTsroleincombatperformanceandwellbeing.

Whilethestudiesareongoing,theearlyresultsshowthosewithWorriergenescanstillhandleincrediblestressaslongastheyarewelltrained.EvensomeNavySEALshavetheWorriergenes,soyoucanliterallybeaWorriergeneWarrior.InKennedyssample,almostathirdoftheexpertpilotswereWorriersalargerproportionthaninthegeneralpopulation.

Kennedysworkisparticularlyrevealing.Sheputspilotsthroughaseries

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ofsixflightsimulatortests,wherepilotsendureturbulence,oilpressureproblems,icedcarburetorsandcrosswindswhilelanding.Theyarekeptfuriouslybusy,dialingtonewfrequencies,flyingtonewaltitudesandheadingsandpunchingintranspondercodes.

AmongrecreationalpilotswiththelowestratingleveltrainedtoflyonlyindaylightthosewithWarriorgenesperformedbest.Butthatchangedwithmoreexperience.AmongrecreationalpilotswhohadthenextlevelofqualificationtrainedtoflyatnightusingcockpitinstrumentstheWorriersfaroutperformedtheWarriors.Theirgeneticallyblessedworkingmemoryandattentionadvantagekickedin.Andtheirexperiencemeanttheydidntmeltunderthepressureoftheirgeneticcurse.

Whatthissuggests,Kennedysays,isthat,forWorriers,throughtraining,theycanlearntomanagetheparticularstressinthespecificpilottraining,evenifitisnotnecessarilytransferredovertootherpartsoftheirlives.

SowhilethesingleshotstakesofastandardizedexamisparticularlyillsuitedforWorriergenotypes,thisdoesntmeanthattheyshouldbeshieldedfromallchallenge.Infact,shieldingthemcouldbetheworstresponse,deprivingthemofthechancetoacclimatetorecurringstressors.Johnsonexplainsthisasaformofstressinoculation:Youtaxthemwithoutoverwhelmingthem.Andthenallowforsufficientrecovery,hecontinued.Training,preparationandrepetitiondefusetheWorrierscurse.

Therearemanypsychologicalandphysiologicalreasonsthatlongtermstressisharmful,butthescienceofeliteperformancehasdrawnadifferentconclusionaboutshorttermstress.Studiesthatcompareprofessionalswithamateurcompetitorswhetherconcertpianists,malerugbyorfemalevolleyballplayersshowthatprofessionalsfeeljustasmuchanxietyasamateurs.Thedifferenceisinhowtheyinterprettheiranxiety.Theamateursviewitasdetrimental,whiletheprofessionalstendtoviewstressasenergizing.Itgetsthemtofocus.

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Asimilarmentalshiftcanalsohelpstudentsintesttakingsituations.JeremyJamieson,assistantprofessorofsocialpsychologyattheUniversityofRochester,hasdoneaseriesofexperimentsthatrevealhowthelabelingofstressaffectsperformanceonacademictesting.

ThefirstexperimentwasatHarvardUniversitywithundergraduateswhowerestudyingfortheGraduateRecordExamination.Beforetakingapracticetest,thestudentsreadashortnoteexplainingthatthestudyspurposewastoexaminetheeffectsofstressoncognition.Halfofthestudents,however,werealsogivenastatementdeclaringthatrecentresearchsuggestspeoplewhofeelanxiousduringatestmightactuallydobetter.Therefore,ifthestudentsfeltanxiousduringthepracticetest,itsaid,youshouldntfeelconcerned...simplyremindyourselfthatyourarousalcouldbehelpingyoudowell.

Justreadingthisstatementsignificantlyimprovedstudentsperformance.Theyscored50pointshigherinthequantitativesection(outofapossible800)thanthecontrolgrouponthepracticetest.Remarkableasthatseemed,itisrelativelyeasytogetaresultinalab.WoulditaffecttheiractualG.R.E.results?Acoupleofmonthslater,thestudentsturnedintheirrealG.R.E.scores.Jamiesoncalculatedthatthegrouptaughttoseeanxietyasbeneficialinthelabexperimentscored65pointshigherthanthecontrols.Inongoingwork,JamiesonisreplicatingtheexperimentwithremedialmathstudentsataMidwesterncommunitycollege:aftertheyweretoldtothinkofstressasbeneficial,theirgradesimproved.

Atfirstblush,youmightassumethatthestatementaboutanxietybeingbeneficialsimplycalmedthestudents,reducingtheirstressandallowingthemtofocus.Butthatwasnotthecase.Jamiesonsteamtooksalivasamplesofthestudents,boththedaybeforethepracticetesttosetabaseline,andrightafterreadingthelinesaboutthenewsciencejustmomentsbeforetheystartedthefirstquestion.Jamiesonhadthesalivatestedforbiomarkersthatshowthelevelofactivationofthebodyssympatheticnervoussystemourfightorflightresponse.Theexperimentalgroupsstresslevelsweredecidedlyhigher.

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Thebiologicalstresswasreal,butithaddifferentphysiologicalmanifestationsandhadsomehowbeentransformedintoapositiveforcethatdroveperformance.

IfyouwenttoanSATtestingsiteandcouldrunphysiologicalandneurologicalscansontheteenagersmillingoutsidethedoorrightbeforetheexam,youwouldobserveverydifferentbiomarkersfromstudenttostudent.Thosestandingwithshouldershunched,orperhapsrubbingtheirhands,stampingtheirfeettogetwarm,mightbeapproachingwhatWendyBerryMendesandcolleaguescallathreatstate.AccordingtoMendes,anassociateprofessorofpsychologyattheUniversityofCalifornia,SanFrancisco,thehallmarkofathreatstateisvasoconstrictionatighteningofthesmoothmusclesthatlineeverybloodvesselinthebody.Bloodpressurerisesbreathinggetsshallow.Oxygenatedbloodlevelsdrop,andenergysuppliesarereduced.Meanwhile,arushofhormonesamplifiesactivityinthebrainsamygdala,makingyoumoreawareofrisksandfearfulofmistakes.

Atthatsametestcenter,youmightseestudentsshouldersback,chestopen,puttingweightontheirtoes.Theymaybeinachallengestate.Hormonesactivatethebrainsrewardcentersandsuppressthefearnetworks,sothepersonisexcitedtostartinonthetest.Inthisstate,decisionmakingbecomesautomatic.Thebloodvesselsandlungsdilate.Inadifferentstudyofstress,Jamiesonfoundthatthepeopletoldtofeelpositiveaboutbeinganxioushadtheirbloodflowincreasebyanaverageofmorethanhalfaliterperminute,withmoreoxygenandenergycoursingthroughoutthebodyandbrain.Somehaduptotwolitersperminuteextra.

Jamiesonisfrustratedthatourculturehassuchanegativeviewofstress:Whenpeoplesay,Imstressedout,itmeans,Imnotdoingwell.Itdoesntmean,ImexcitedIhaveincreasedoxygenatedbloodgoingtomybrain.

Asthedoorstothetestcenteropen,thelinebetweenchallengeandthreatisthin.Probablynothinginducesathreatstatemorethanfeelingyoucant

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makeanymistakes.Threatphysiologycanbeactivatedwiththesenseofbeingjudged,oranythingthattriggersthefearofdisappointingothers.Asastudentopenshistestbooklet,threatcanflarewhenheseesasubjecthehasrecentlylearnedbuthasntmastered.Orwhenheseesaproblemhehasnoideahowtosolve.

ArmandoRodriguezgraduatedlastspringfromBrightStarSecondaryCharterAcademyinLosAngeles,butheiswaitinguntilnextfalltostartcollege.Heisnottakingagapyeartofigureoutwhathewantstodowithhislife.Hesrecuperatingfromkneesurgeryforabonecondition,spendinghisdaysinphysicaltherapy.Andwhatdoeshemissaboutbeingoutofschool?Competing.

Itsanadrenalinerushlikenootherthing.Hemissesbeinghappywhenhewins.Heevenmisseslosing.Atleastitwasafeelingyougot,hesaid.Itmadeyouwanttobebetter,thenexttime.Withoutacompetitivegoal,hefeelsalittleadrift.Hefindshimselfmentallycompetingwithotherphysicaltherapypatients.

Rodriguezrecordeda3.86G.P.A.hissenioryearofhighschoolandwasadefenderfortheschoolsoccerteam.Thekneeinjuryhappenedduringastintontheschoolsfootballteam:hisdoctorhadwarnedthatitwastooriskytoplay,butIjusthadtotry,hesaid.Heusedtoconstantlychallengehisfriendsonquizgradesitshowtheymadeschoolworkfun.

ButwhenhetooktheSATlastyear,heexperiencedadifferentsensation.Myheartwasracing,hesaid.Ihadbutterflies.Occasionally,hedlookupfromhisexamtoseeeveryoneelseworkingontheirowntests:theyseemedtobeconcentratingsohardandansweringquestionsfasterthanhewas.Whatiftheyredoingwaybetterthanme?immediatelyledtothethought,Thesepeoplearesmarterthanme.Allthegoodschoolsaregoingtowantthem,andnotme.Withinseconds,hearrivedattheworstpossibleoutcome:hishopesofagoodcollegewouldbegone.

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Itmightseemsurprisingthatthesamestudentcanexperiencecompetitioninsuchdifferentways.Butthispointstowhatresearchersthinkisthedifferencebetweencompetitionthatchallengesandcompetitionthatthreatens.

Takingastandardizedtestisacompetitioninwhichtheonlythinganyonecaresaboutisthefinalscore.Noonesays,Ididntdothatwell,butitwasstillworthdoing,becauseIlearnedsomuchmathfromallthemonthsofstudying.NobodyhasevercomeoutofanSATtestsaying,Well,IwontgetintothecollegeIwanted,butthatsO.K.becauseImadealotofnewfriendsattheKaplancenter.Standardizedtestslackthesidebenefitsofcompetingthatnormallybufferchildrensanxiety.Whenyousignyourchildupfortheswimteam,hemayreallywanttofinishfirst,buttherearemanyotherreasonstobeinthepool,evenifhefinisheslast.

Highstakesacademictestingisntgoingaway.Norshouldcompetitionamongstudents.Infactseveralscholarshaveconcludedthatwhatstudentsneedismoreacademiccompetition,butmodeledonthekindschildrenenjoy.

DavidandChristiBergin,professorsofeducationalanddevelopmentalpsychologyattheUniversityofMissouri,havebegunapilotstudyofjuniorhighschoolstudentsparticipatinginmathcompetitions.Theyhaveobservedthat,withinafewweeks,studentsweretacklingmorecomplexproblemsthantheywouldevenattheendofayearlongclass.Somewereevendoingcollegelevelmath.Thatwastrueevenforstudentswhodidntlikemathbeforejoiningtheteamandwereforcedintoitbytheirparents.Knowingtheyweregoingupagainstotherteamsinfrontofanaudience,thechildrentookownershipoverthematerial.Theybecameexcitedaboutdiscoveringevermoreadvancedconcepts,havingrealizedeachnewfactwasanotherweaponintheirintellectualarsenal.

Inclassspellingbees.Sciencefairs.Chessteams.Theperformanceishighlymotivating,DavidBerginsays.Evenifachildknowsherscience

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projectwontwinthesciencefair,shestillgetsthatmomenttoperform.Thatmomentcanbestressfulandinvigoratingandscary,butifthechildhandlesitwell,itfeelslikeavictory.

Childrenbenefitfromcompetitiontheyhavepreparedforintensely,especiallywhenviewedasanopportunitytogainrecognitionfortheireffortsandimproveforthenexttime,saysRenaSubotnik,apsychologistattheAmericanPsychologicalAssociation.Subotniknotesthatscholasticcompetitionscanraisethesocialstatusofacademicworkaswellasthatofthecontestants.Competitionslikethesearecertainlynotwithoutstress,butthepressurecomesinpredictableebbsandflows,brokenupbymomentsoffunandexcitement.

MaybethebestthingaboutacademiccompetitionsisthattheybenefitbothWarriorsandWorriersequally.TheWarriorsgetthethrillingintensitytheirmindsaresuitedfor,wheretheycanshine.TheWorriersgetthegradualstressinoculationtheyneed,sothatonedaytheycandomorethanjusttoleratestresstheycanembraceit.Andthroughthecycleofpreparation,performanceandrecovery,whattheylearnbecomesingrained.

Itmaybedifficulttobelieve,asJamiesonadvises,thatstresscanbenefityourperformance.Wecanreadit,andwecantalkaboutit,butitsthesortofthingthatneedstobepracticed,perhapsforyears,beforeitcanbecomeadeeplyheldconviction.

ItturnsoutthatArmandoRodriguezwasacceptedatfivecolleges.HeralliedthatdayontheSAT.Itwasnthisbestscorehedidbetterthesecondtimearoundbutitwasnotasbadashefeared.RodriguezhadneverheardofJeremyJamieson.Hehadneverread,oreverbeentold,thatintensestresscouldbeharnessedtoperformhisbest.Butheunderstooditanddrewstrengthfromit.Inthemiddleofhisdownwardspiralofpanic,herealizedsomething:Iminacompetition.Thisisacompetition.Ivegottobeatthem.

PoBronsonandAshleyMerrymanaretheauthorsofTopDog:TheScienceof

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WinningandLosing.

Editor:VeraTitunik

AversionofthisarticleappearsinprintonFebruary10,2013,onpageMM20oftheSundayMagazinewiththeheadline:WhyWorry?.

2015TheNewYorkTimesCompany