Anxiety, learning, and memory: A reconceptualization

Evaluative priming reveals dissociable effects of cognitive versus physiological anxiety on action monitoring.

“…The attention control theory (M. W. Eysenck, 1979) posits that anxiety may trigger a shift away from external task-relevant stimuli (and increase mind wandering or inward/internal attention). However, our new results do not suggest that anxiety (and more specifically worry) is associated with an overall attention impairment during the action-based evaluative priming task.…”

“…Noteworthy, Moser et al (2013) provided evidence for an association between anxious apprehension (worry) and an enhanced ERN component, with no such link found with anxious arousal, suggesting that worry (but not arousal) might actually play a predominant role in abnormal early error monitoring processes typically observed in high anxious individuals Koban & Pourtois, 2014). An older dominant model accounting for modulatory effects of anxiety on cognition stated that worry might reflect the occupation (or hijacking) of resources that would otherwise be allocated to the control of attention (M. W. Eysenck, 1979). More recently, several models have confirmed that worry, which can be conceived as a component of mind-wandering, may shift attention away from external and task-relevant stimuli, which in turn might impair behavioral performance (Barron, Riby, Greer, & Smallwood, 2011).…”

Models and Paradigms in Personality and Intelligence Research

“…Single Tasks Ceci (1990), Guttman (1992), Larson, Merritt, and Williams (1988), Snow (1989), Spilsbury (1992) and many others highlight the importance of complexity in personality and intelligence research (e.g., Eysenck & Eysenck, 1979, demonstrated that extraverted individuals work more rapidly than introverted persons in dual-task memory scanning experiments). Some of our studies employed the Triplet Numbers and Swaps tests (Stankov, 1983;Stankov & Crawford, 1993).…”

“…Since individuals differ in available resources, dual tasks should exhaust individuals' resources more quickly, with resultant changes in correlation of the task with measures of intelligence. Eysenck (1979) has shown that depletion of attentional and cognitive resources can be severe under anxiety inducing conditions (during processing of cognitive tasks).…”

Tablet PC Language Learning Game in Taiwan Higher Education

“…Foreign language anxiety is defined as "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process" [22].The literature describes three types of anxiety: trait anxiety (a personality trait), state anxiety (apprehension experienced at a particular moment in time), and situational anxiety (anxiety experienced in a well-defined situation) [23], [24], [25].…”