| Sumario: | A total of 318 boys and girls at grades 4 and 6 were presented with paired associates, concrete discrimination, abstract discrimination, concept formation, and anagrams tasks In addition, data were available from intelligence and achievement tests, teachers' ratings of children's general learning ability and socioeconomic status of the families The Test Anxiety Scale and Defensiveness Scale were given to all Ss Significant negative correlations were found between level of anxiety and performance on paired associates and anagrams, and for grade 4 boys on the concept-formation task Verbal IQ, but not performance IQ, tended to be correlated negatively with anxiety level Teachers' ratings and achievement-test scores were also generally neg- atively related to anxiety level No general tendency was found for the relationship between anxiety level and performance to differ as a function of age or sex of S It is concluded that anxiety has the most disruptive effect on performance in tasks revolving verbal processes.
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