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The purpose of this study is to test the anxietyinhibiting effects of two modifications in traditional instructions for paired-associate learning. It will be assumed that effective anxiety-inhibition will be evidenced by a significant decline in the number of trials required for subjects to arrive at a common learning criterion. Tha two instructional modifications to be tested ara specifically: (1) Requiring subjects to delay responding aloud for an established number of list presentations (as opposed to permitting immediate responses), and (2) Informing subjects that capable individuals frequently experience considerable frustration before mastering the task with which they will be presented.