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ERIC Number: ED020549
Record Type: RIE
Publication Date: 1968-May
Pages: 27
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A PARADIGM FOR EXPERIMENTAL MODIFICATION OF THE EFFECTS OF TEST ANXIETY ON COGNITIVE PROCESSES.
SIEBER, JOAN E.
WHILE IT IS WIDELY RECOGNIZED THAT TEST ANXIETY INTERFERES WITH COGNITIVE PROCESSES, THE RESEARCH FROM WHICH THIS CONCLUSION IS DRAWN TYPICALLY HAS NOT SHOWN WHICH COGNITIVE PROCESSES ARE INTERFERED WITH OR WHAT PRACTICAL STEPS COULD BE TAKEN TO PREVENT SUCH INTERFERENCE. THE REASONS FOR THIS LACK OF USEFUL KNOWLEDGE ARE DISCUSSED. IT IS SHOWN THAT EXISTING CONCEPTS OF ANXIETY ARE NOT SUFFICIENTLY SPECIFIC AND SYSTEMATIZED TO PROVIDE AN ADEQUATE FRAMEWORK FOR APPLIED RESEARCH, AND THAT THE CURRENT GOALS OF RESEARCH ON ANXIETY ARE OVERSIMPLIFIED AND TOO GENERAL. A RESEARCH PARADIGM IS PRESENTED FOR STUDYING THE PROCESSES BY WHICH ANXIETY INTERRUPTS INTELLECTIVE ACTIVITY AND FOR EXAMINING WAYS IN WHICH ENVIRONMENTS MAY BE RECONSTRUCTED SO THAT DISRUPTION DOES NOT OCCUR. THIS PARADIGM CAN PROVIDE INFORMATION ON WAYS IN WHICH LEARNING ENVIORNMENTS CAN BE MODIFIED TO TAKE ADVANTAGE OF THE FACILITATING EFFECTS OF ANXIETY AND TO ELIMINATE ITS DISRUPTIVE EFFECTS. FURTHER, SUCH A PARADIGM PROVIDES A BASIS FOR THE CONSTRUCTION OF RELATIVELY PRECISE MINIATURE THEORIES OF ANXIETY IN RELATION TO COGNITIVE PROCESSES. THIS DOCUMENT WAS SUBMITTED FOR PUBLICATION TO THE AMERICAN EDUCATION RESEARCH JOURNAL. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Identifiers: N/A