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 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jun56
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=8930828&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 8930828 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00223506 JPS jtl: Journal of Personality issn: 00223506 maglogo: Y pubinfo: dt: Jun56 vid: 24 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 8930828 10.1111/j.1467-6494.1956.tb01282.x ppf: 463 ppct: 12 formats: tig: atl: The correlates of manifest anxiety in paired associate learning. aug: au: Heilizer, Fred Axelrod, Howard S. Cowen, Emory L. HEILIZER, F AXELROD, H S COWEN, E L affil: University of Rochester. su: Mental health Task analysis Psychological stress Learning Anxiety Psychology sug: subj: Mental health Task analysis Psychological stress Learning Anxiety Psychology ab: 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. pubtype: Academic Journal doctype: Journal Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1956 holdings: @attributes: islocal: N |
|---|