Anxiety (drive) and verbal learning: Implications for research and some methodological considerations.

Lr, Goulet

doi:10.1037/h0025682

Cited by 15 publications

(7 citation statements)

References 64 publications

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“…Schizophrenic §s perseverated more with overlearning than without, and this difference was significantly greater than the tendency for normal §s to make more intrusion errors without overlearning. Thus, overlearning made the inhibition of (Goulet, 1968;Underwood, Runquist, and Schulz, 1959) and by the interference with specific associations characteristic of paradigm A-Br (Postman and Stark, 1969). General evidence f7om the present study concerning the nature of A-Br interference was cited earlier.…”

supporting

confidence: 51%

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Associative interference and premorbid adjustment in schizophrenia.

Hirsch¹,

DeWolfe²

1977

Journal of Abnormal Psychology

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The effects of associative interference on the verbal learning performance of male process and reactive schizophrenics and normals were studied using a mixed list with high and moderate interlist interference and new learning conditions. Schizophrenics made more errors than normals in the interference conditions but not in the new learning. Reactive schizophrenics made as many errors as the process group with high interference but significantly fewer under moderate interference. Process schizophrenics gave significantly more List 1 intrusions in List 2 learning than reactives or normals. Results support predictions from the qualitative differences theory of cognitive deficit more strongly than the theories of Broen, Chapman and Chapman, McGhie, Payne, and Silverrnan.

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supporting

confidence: 51%

“…Analysis of paired-associates learning into two functional stages (Underwood, Runquist, and Schulz, 1959;Underwood and Schulz, 1960) (Goulet, 1968).…”

mentioning

confidence: 99%

Associative interference and premorbid adjustment in schizophrenia.

Hirsch¹,

DeWolfe²

1977

Journal of Abnormal Psychology

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“…Because interset intrusion tendencies are weaker here than in Spence's competitional list, it is less plausible that complex response energization could affect simple learning. Also, Goulet (1968) explains that simple learning can be impaired by drive only if complex responses are below threshold. Yet inspection of the present data reveals that subjects had learned over 90% of complex responses during training.…”

Section: Discussionmentioning

confidence: 99%

Social facilitation: A self-presentational view.

Bond

1982

Journal of Personality and Social Psychology

178

135

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This article offers a self-presentational account of performance in others' presence. The account attributes social facilitation to the performer's active regulation of a public image, and it attributes social impairment to embarrassment following loss of public esteem. Individuals lose esteem by making numerous errors on difficult tasks. This self-presentational analysis is tested in a study of context effects in verbal learning. Two tasks are studied: a difficult task that includes a few simple items and an easy task that includes a few complex items. Consistent with the self-presentational analysis (but not with drive theories of social facilitation), the presence of an observer impairs the learning of simple items if those items are embedded within a difficult task. Also, an observer's presence does not impair the learning of complex items if those items are embedded within an easy task. Questionnaire responses suggest a naturally occurring confound between task difficulty and perceived failure.

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“…The drive interpretation of anxiety has successfully predicted human behavior in classical conditioning (Spence, 1964) and serial and paired-associate verbal learning (Goulet, 1968). At the same time, the Taylor-Spence theory has led to negative results as well (Maltzman, Eisman, & Morrisett, 1961;Pyke & Agnew, 1963), bringing into question either the usefulness of the theory or the adequacy of the tests of the theory.…”

mentioning

confidence: 99%

Anxiety, ability, and digit span performance.

Hodges¹,

Durham²

1972

Journal of Personality and Social Psychology

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In a previous study, Spielberger found a significant interaction of trait anxiety and intellectual ability for grade point average in a direction consistent with the Taylor-Spence drive interpretation of anxiety. In the present study, mediating variables such as study habits, which might explain the interaction, were eliminated by using digit span as the criterion task. It was predicted that differences between groups would increase with increasing state anxiety. The subjects were given a digit backwards task under increasing levels of stress. The interaction, previously found for grade point average, was obtained with bright, high trait anxiety subjects doing better than bright, low trait anxiety subjects-with the reverse occurring for low aptitude subjects. This interaction was found at all levels of stress and did not increase in magnitude with increasing stress, giving only partial support to the drive interpretation of anxiety. The results are discussed in terms of the usefulness of the drive interpretation.

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Anxiety (drive) and verbal learning: Implications for research and some methodological considerations.

Cited by 15 publications

References 64 publications

Associative interference and premorbid adjustment in schizophrenia.

Associative interference and premorbid adjustment in schizophrenia.

Social facilitation: A self-presentational view.

Anxiety, ability, and digit span performance.

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