The relationship of anxiety to the conditioned eyelid response.

Taylor, Janet A.

doi:10.1037/h0059488

Cited by 360 publications

(291 citation statements)

References 9 publications

(5 reference statements)

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“…In more complex learning tasks, where there are several competing responses, the advantage will be with the low anxiety group. The prediction has veen verified in experiments with adults using both classical conditioning (Taylor, 1951 ;Spence and Taylor, 195 1 ;Spence and Farber, 1953) and more complex forms of learning (Taylor and Spence, 1952 ;Farber and Spence, 1953 , Montague, 1953 ;Spence, Farber and McFann, 1956 If the theory is extrapolated to apply to grammar and secondary modern school groups, the prediction will presumably be that, since academic learning is a complex matter at which grammar school children meet with greater success, grammar school children will have a lower level of anxiety than secondarv modern school children. This prediction directly opposes that made from Davis's theory and runs counter to Bene's findings, unless the two theories are concerned with different kinds of anxiety.…”

Section: (B) Anxiety and Learningmentioning

confidence: 84%

Anxiety in Secondary Modern and Grammar School Children

Hallworth

1961

Brit J of Edu Psychol

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Summary. Theory regarding anxiety now yields a variety of predictions concerning its incidence in secondary modern and grammar school children. An investigation was designed to test some of these predictions. Anxiety was measured by means of eight self‐rating questionnaires. These were used in twelve single‐sex secondary modern and grammar schools to obtain a sample of approximately nine hundred children, divided equally into eight groups according to age, sex and school type. Differences between mean scores of secondary modern and grammar school groups were tested for significance by a series of t‐tests. The secondary modern school groups had significantly higher mean scores on three measures of manifest and separation anxiety, and higher mean scores on a measure of emotional introversion. The secondary grammar school groups had a significantly higher mean score on a measure of social introversion, and higher mean scores on measures of self‐blame and thinking introversion. The results are discussed in relation to Davis's theory of “adaptive, socialised anxiety.” This theory is not supported unless it is assumed that the kind of anxiety referred to by Davis bears little relation to what is generally understood by the word. Predictions following from generalisations of Lynn's work on anxiety and attainment also fail to be verified. It is concluded that if any assertion may be made regarding the general relationship of anxiety and attainment among secondary school children, it is that they are negatively correlated. This is supported by Vernon's finding of a positive correlation of attainment and emotional stability among children. Predictions made from Spence's theory are verified. Predictions made from a theory which identifies neuroticism with autonomic drive and introversion with the slow accumulation and fast dissipation of reactive inhibition are not supported.

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Section: (B) Anxiety and Learningmentioning

confidence: 84%

Anxiety in Secondary Modern and Grammar School Children

Hallworth

1961

Brit J of Edu Psychol

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“…In intriguing observations, Berry and associates reported that if training trials (rabbits-delay eyeblink) were given during episodes of hippocampal frequency slow waves, learning was substantially faster than if such trials were given during episodes of non-activity (Seager et al 2002). Stress also enhances acquisition in rats (Shors 1998), as does anxiety in humans (Taylor 1951). Actually, stress enhances acquisition in male rats but impairs it in females (Shors et al , 2000Wood and Shors 1998;Shors 2001).…”

Section: Modulatory Effects On Eyeblink Conditioningmentioning

confidence: 99%

Neural Substrates of Eyeblink Conditioning: Acquisition and Retention

Christian¹,

Thompson²

2003

Learn. Mem.

560

473

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Classical conditioning of the eyeblink reflex to a neutral stimulus that predicts an aversive stimulus is a basic form of associative learning. Acquisition and retention of this learned response require the cerebellum and associated sensory and motor pathways and engage several other brain regions including the hippocampus, neocortex, neostriatum, septum, and amygdala. The cerebellum and its associated circuitry form the essential neural system for delay eyeblink conditioning. Trace eyeblink conditioning, a learning paradigm in which the conditioned and unconditioned stimuli are noncontiguous, requires both the cerebellum and the hippocampus and exhibits striking parallels to declarative memory formation in humans. Identification of the neural structures critical to the development and maintenance of the conditioned eyeblink response is an essential precursor to the investigation of the mechanisms responsible for the formation of these associative memories. In this review, we describe the evidence used to identify the neural substrates of classical eyeblink conditioning and potential mechanisms of memory formation in critical regions of the hippocampus and cerebellum. Addressing a central goal of behavioral neuroscience, exploitation of this simple yet robust model of learning and memory has yielded one of the most comprehensive descriptions to date of the physical basis of a learned behavior in mammals.

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“…In addition, long-term practice effects were also observed: s-IgA secretion rate increased significantly from day 1 to day 22. These changes in s-IgA secretion rate appeared to be independent of psychological distress, since no change was observed in anxiety as measured by the anxiety scale on the Hopkins symptom checklist (Derogatis et al, 1974) and the Taylor manifest anxiety scale (Taylor, 1951). jasnoski and Kugler (1987) randomly assigned 30 undergraduates to two relaxation groups or a control group.…”

Section: Relaxation and Imagerymentioning

confidence: 99%

Psychosocial Factors and Secretory Immunoglobulin A

Valdimarsdottir

Stone

1997

Critical Reviews in Oral Biology & Medicine

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This review focuses on studies that have examined the relation between psychosocial factors and secretory immunoglobulin A (s-IgA). Several studies have examined the relation between s-IgA and stressful circumstances ranging from major life events to minor daily events. The findings from these studies were often contradictory, since different experimenters reported different stress-related changes in s-IgA. The effects of stress reduction interventions, such as relaxation and imagery, on s-lgA levels have also been examined. Although these studies indicate that various interventions are associated with increases in s-lgA levels, methodological refinements are needed before more definitive conclusions can be made. The possibility that the relation between stress and s-IgA may be moderated by personality characteristics or mediated by psychological distress was supported in some studies. The review concludes with suggestions for future research.

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The relationship of anxiety to the conditioned eyelid response.

Cited by 360 publications

References 9 publications

Anxiety in Secondary Modern and Grammar School Children

Anxiety in Secondary Modern and Grammar School Children

Neural Substrates of Eyeblink Conditioning: Acquisition and Retention

Psychosocial Factors and Secretory Immunoglobulin A

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