The correlates of manifest anxiety in paired associate learning.
In the area of verbal learning, several investigators have demonstrated significantly poorer performance by anxious S's, as compared to nonanxious S's, on tasks with multiple competing response tendencies. Among the nonanxious Ss there was also a slight positive relationship between the amount of co...
| Publicado en: | Journal of Personality Vol. 24; no. 4; pp. 463 - 475 |
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| Autores principales: | , , , , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jun56
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | In the area of verbal learning, several investigators have demonstrated significantly poorer performance by anxious S's, as compared to nonanxious S's, on tasks with multiple competing response tendencies. Among the nonanxious Ss there was also a slight positive relationship between the amount of consonant duplication within a given list and impairment of performance. The Anxiety-Sex Experimenter interaction proves to be significant when tested over the within-error term. In order to use the significant triple interaction as an error term at least one of the variables must be randomly distributed. On an empirical level it has been found that no relationship between A scale or Lie Scale scores and performance on a complex verbal learning task other than a significant triple interaction for total trials to criterion. |
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