Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learnin...

Math anxiety indicates psychologically a negative mind-set towards solving mathematical problems which impacts on students‟ learning practices and outcomes. In looking more closely at why a remarkable no of students may be struggling for improvement in mathematics in comparison to other subjects, it is timely to consider, the math anxiety factor. This literature review looks at the concept of m...

Effects of punishment and personality on a phylogenetically old form of knowledge acquisition, procedural learning, were studied to test J. A. Gray's 1970, 1987, 1991) theory of anxiety. Broad measures of personality (extraversion, E.; neuroticism, N; and psychoticism, P) and specific measures of trait anxiety (Anx) and impulsivity (Imp) were taken. Punishment led to response invigoration, redu...

background depression and anxiety can have a significant impact on prognosis in diabetic patients. in this study we evaluate how the effect of group learning on anxiety and depression in adolescents with type 1 diabetes at clinics of ahvaz jundishapur university of medical science. materials and methods  this study was carried out via a pretest- posttest design on the adolescent 11-21 ages with...

Abstract. Prior research concluded that collaborative learning reduces test anxiety. Examination of the evidence used in that research, however, calls into question those conclusions. The present study used an empirical measure of test anxiety and an experimental design to provide an improved estimate of the effect of collaboration in an evaluative context on test anxiety. The findings show no ...

Four experiments were conducted to test hypotheses derived from 4 alternative models of individual differences in instrumental conditioning. A standard go--no-go discrimination learning task was used in each of the 4 experiments. The results indicate that individual differences in performance of this discrimination are more consistently and strongly associated with impulsivity and anxiety than ...

Relative to healthy controls, anxiety-disorder patients show anomalies in classical conditioning that may either result from, or provide a risk factor for, clinically relevant anxiety. Here, we investigated whether healthy participants with enhanced anxiety vulnerability show abnormalities in a challenging affective-conditioning paradigm, in which many stimulus-reinforcer associations had to be...