CHAPTER 14 – The Effects of Anxiety on Complex Learning and Academic Achievement

[1]  K. Spence,et al.  Complex learning and conditioning as a function of anxiety. , 1953, Journal of experimental psychology.

[2]  K W SPENCE,et al.  Effects of anxiety, stress, and task variables on reaction time. , 1956, Journal of personality.

[3]  J. Denny,et al.  Effects of anxiety and intelligence on concept formation. , 1966, Journal of experimental psychology.

[4]  J. Taylor Drive theory and manifest anxiety. , 1956, Psychological bulletin.

[5]  K. Spence,et al.  The relationship of anxiety level to performance in serial learning. , 1952, Journal of experimental psychology.

[6]  J. Denny,et al.  Group counseling and the academic performance of anxious college freshmen. , 1962 .

[7]  C. Spielberger On the relationship between manifest anxiety and intelligence. , 1958, Journal of consulting psychology.

[8]  J. Taylor,et al.  A personality scale of manifest anxiety. , 1953, Journal of abnormal psychology.

[9]  C. Spielberger The effects of manifest anxiety on the academic achievement of college students. , 1962, Mental hygiene.

[10]  E. K. Montague The role of anxiety in serial rote learning. , 1953, Journal of experimental psychology.

[11]  J. Glaze,et al.  The Association Value of Non-Sense Syllables , 1928 .

[12]  C. Spielberger,et al.  Complex incidental learning as a function of anxiety and task difficulty. , 1958, Journal of experimental psychology.

[13]  J. Deese,et al.  Anxiety and stress in learning: the role of intraserial duplication. , 1954, Journal of experimental psychology.

[14]  R. Dana Manifest anxiety, intelligence, and psychopathology. , 1957, Journal of consulting psychology.

[15]  G. Mandler,et al.  A study of anxiety and learning. , 1952, Journal of abnormal psychology.

[16]  K W SPENCE,et al.  Anxiety (drive) level and degree of competition in paired-associates learning. , 1956, Journal of Experimental Psychology.

[17]  A. Buss,et al.  The measurement of anxiety in clinical situations. , 1955, Journal of consulting psychology.

[18]  C. Spielberger,et al.  Anxiety (drive), stress, and serial-position effects in serial-verbal learning. , 1966, Journal of experimental psychology.

[19]  A. Amsel,et al.  Anxiety-produced interference in serial rote learning with observations on rote learning after partial frontal lobectomy. , 1948, Journal of experimental psychology.

[20]  J. Lucas The interactive effects of anxiety, failure, and intra-serial duplication. , 1952, The American journal of psychology.

[21]  I. Sarason Empirical findings and theoretical problems in the use of anxiety scales. , 1960, Psychological bulletin.

[22]  W. F. Hill Comments on Taylor's drive theory and manifest anxiety. , 1957, Psychological bulletin.

[23]  K. R. Hammond,et al.  Construct validity and the Taylor anxiety scale. , 1957, Psychological bulletin.

[24]  I. Sarason The relationship of anxiety and lack of defensiveness to intellectual performance. , 1956, Journal of consulting psychology.

[25]  G. Grice Discrimination reaction time as a function of anxiety and intelligence. , 1955, Journal of Abnormal Psychology.

[26]  K. Spence A theory of emotionally based drive (D) and its relation to performance in simple learning situations. , 1958 .

[27]  G. Gleser,et al.  The Saslow Screening Test as a measure of anxiety-proneness. , 1952, Journal of clinical psychology.

[28]  K. Spence Current Interpretations of Learning Data and Some Recent Developments in Stimulus-Response Theory. , 1954 .

[29]  C. Spielberger,et al.  Improving the academic performance of anxious college freshmen: A group-counseling approach to the prevention of underachievement. , 1964 .

[30]  M. S. Mayzner,et al.  The Taylor manifest anxiety scale and intelligence. , 1955, Journal of consulting psychology.

[31]  A. W. Bendig,et al.  The manifest anxiety and ACE scales and college achievement. , 1955, Journal of consulting psychology.

[32]  K. Spence,et al.  Conditioning and extinction as a function of anxiety. , 1953, Journal of experimental psychology.

[33]  J. Deese,et al.  Anxiety, anxiety reduction, and stress in learning. , 1953, Journal of experimental psychology.

[34]  T. Magoon,et al.  A validation study of the Taylor manifest anxiety scale. , 1954, Journal of clinical psychology.

[35]  The effects of serial position and design difficulty on recall of the Bender-Gestalt test designs. , 1955, Journal of consulting psychology.

[36]  H. I. Kalish,et al.  The effects of anxiety and experimentally-induced stress on verbal learning. , 1958, The Journal of general psychology.

[37]  J. S. Kerrick Some correlates on the Taylor Manifest Anxiety Scale. , 1955, Journal of Abnormal Psychology.

[38]  K W SPENCE,et al.  The relation of anxiety (drive) level to performance in competitional and non-competitional paired-associates learning. , 1956, Journal of experimental psychology.

[39]  G. Mandler,et al.  The effect of differential instructions on anxiety and learning. , 1952, Journal of abnormal psychology.

[40]  C. Spielberger,et al.  Manifest anxiety, intelligence, and college grades. , 1959 .

[41]  E. Kendall The validity of Taylor's manifest anxiety scale. , 1954, Journal of consulting psychology.