A principle in psychology stating that performance increases with physiological or mental arousal, but only up to a point. Beyond an optimal level, further arousal leads to decreased performance. First described by Robert Yerkes and John Dodson in 1908.
The Yerkes-Dodson law describes the empirical relationship between arousal (physical or psychological activation) and performance. Robert Yerkes and John Dodson established in 1908 that moderate levels of arousal produce optimal performance, while both very low and very high levels of arousal impair it, creating an inverted U-shaped curve.
The law also includes a nuance related to task complexity. Simple or well-practiced tasks tend to benefit from higher levels of arousal, while complex or novel tasks are performed best at lower arousal levels. This explains why a musician might perform a well-rehearsed piece brilliantly under the energizing pressure of a concert but struggle with a new, unfamiliar piece under the same conditions.
The Yerkes-Dodson law has practical implications for stress management and performance optimization. It suggests that some stress is beneficial and even necessary for peak performance, but beyond a threshold, stress becomes counterproductive. Understanding one's own optimal arousal zone and developing skills to regulate arousal levels (both upward when understimulated and downward when overstimulated) is a key component of effective self-management.
It means that some level of stress, excitement, or pressure actually helps you perform better, but too much causes performance to decline. The practical takeaway is to seek your sweet spot of activation: enough challenge to be engaged and sharp, but not so much that you become overwhelmed or anxious.
For simple or well-practiced tasks, higher arousal levels can boost performance. For complex or unfamiliar tasks, lower arousal is optimal because high arousal narrows attention and impairs the flexible thinking needed for complex problem-solving. Knowing this can help you manage your state depending on what you are working on.
Pay attention to how your performance varies with different levels of pressure and stimulation. Notice when you feel understimulated (bored, unfocused) versus overstimulated (anxious, scattered). Experiment with strategies to adjust your arousal: breathing exercises to calm down, or physical movement and music to energize.
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