Some correlates of the Taylor Manifest Anxiety Scale.

Abstract

I N 1951, Taylor used a paper-and-pencil test to determine the presence or absence of manifest anxiety (8). According to Taylor (9) the use of the scale is based on two assumptions: that variation in drive level is related to the level of internal anxiety or emotionality, and that the intensity of this anxiety can be ascertained by a test consisting of items describing overt or manifest symptoms of this state.Because of the widespread use of the Taylor scale, some correlates of this test should be of interest for their theoretical significance, as an aid to interpreting existing studies, and as an aid to planning new ones. METHODAir Force trainees (N = 128) at Sampson Air Force Base, New York, were given the Taylor Scale of Manifest Anxiety, the Winne Scale of Neuroticism, and the L and K subscales of the MMFI. In addition, they were given four standard Air Force tests: the AFQT, Arithmetic Reasoning, Word Knowledge, and Mechanical Aptitude. They were also required to read a 3200word article entitled "Air Force Plan of Supply," and to take a multiple-choice comprehension test after reading the article.

Intelligence and emotional disorders: Is the worrying and ruminating mind a more intelligent mind?

“…Researchers have often found a negative relationship between intelligence and emotional disorders, across a diverse range of samples (Feldhusen & Klausmeier, 1962;Kerrick, 1955;McCandless & Castaneda, 1956). A recent meta-analysis indicated that gifted children are less likely to have anxiety than non-gifted children (Martin, Burns, & Schonlau, 2010).…”

The Relation of Neuroticism and Extraversion to Intelligence and Educational Attainment

“…One does not need to search the literature very far to find examples of studies in which, time and time again, ' high drive,' neurotic or anxious children appear to compare less favourably than control groups in almost every aspect of school performance. Even if we take reading alone, which Lynn (1955) claims is facilitated by anxiety, this preceding statement appears to be true (Kerrick, 1955 ;Wirt and Broen, 1956 ;Lunzer, 1960). Although the last mentioned study used teacher-rated ' withdrawn,' ' aggressive ' and ' welladjusted ' groups, the two former groups were found to exhibit more anxietytype traits and obtained lower means scores in reading, arithmetic and matrices.…”

Effect of Anxiety on Verbal and Mathematical Examination Scores

“…In most cases a low negative correlation has been found (Sarason & Mandler, 1952;Sarason, 1957;Spielberger, 1959;Matarazzo, et al, 1954;Hastings, 1944;Sarnoff, et al, 1959;Kerrick, 1955;Purcell, et al, 1952;Calvin, et al, 1955;Zweibelson, 1956;Dreger & Aiken, 1957). The first two listed above were using the College Board Scholastic Aptitude Test (SAT).…”