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A paradigm for experimental modification of the effects of test anxiety on cognitive processes [microform] / Joan E. Sieber
Bib ID 5192454
Format BookBook, MicroformMicroform, OnlineOnline
Author
Sieber, Joan E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
27 p. 
Summary

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)

Notes

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Anxiety.  |  Cognitive Processes.  |  Conceptual Schemes.  |  Educational Innovation.  |  Problem Solving.  |  Testing.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
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