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Anxiety and Impulsiveness Related to Psychomotor Efficiency:

Anxiety and Impulsiveness Related to Psychomotor Efficiency: Perceptual alzd Motor Skills, 1959, 9, 191-198. @ Southern Universities Press 1959 ANXIETY AND IMPULSIVENESS RELATED TO PSYCHOMOTOR EFFICIENCY1# ERNEST S. BARRATT Texas Christian University The purpose of this experiment was to relate operationally defined mea- sures of anxiety and impulsiveness to psychomotor learning in a conflict situ- ation. Many recent experiments (4, 6) have related anxiety to learning tasks of varying levels of difficulty, but none have related both anxiety and impulsive- ness to learning among Ss selected from a common population. In studies relating anxiety to learning, high anxiety Ss consistently learn better on the average than low anxiety Ss when the difficulty level of the task is low (6, 8). In more difficult learning tasks, low anxiety Ss do better than high anxiety Ss (3, 5, 8, 9), although the results are not as consistent as with easier tasks. Taylor (8) found, for example, that under non-stress conditions, high anxiety Ss were superior to low anxiety Ss in learning a verbal task, although she did not find any interaction between anxiety level and stress when attempts were made to introduce stress into the learning situation. The current experiment will extend the study of the relation of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Perceptual and Motor Skills SAGE

Anxiety and Impulsiveness Related to Psychomotor Efficiency:

Barratt, Ernest S.
Perceptual and Motor Skills , Volume 9 (3): 8 – Aug 31, 2016
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References (15)

Publisher
SAGE
Copyright
Copyright © 2019 by SAGE Publications
ISSN
0031-5125
eISSN
1558-688X
DOI
10.2466/pms.1959.9.3.191
Publisher site
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Abstract

Perceptual alzd Motor Skills, 1959, 9, 191-198. @ Southern Universities Press 1959 ANXIETY AND IMPULSIVENESS RELATED TO PSYCHOMOTOR EFFICIENCY1# ERNEST S. BARRATT Texas Christian University The purpose of this experiment was to relate operationally defined mea- sures of anxiety and impulsiveness to psychomotor learning in a conflict situ- ation. Many recent experiments (4, 6) have related anxiety to learning tasks of varying levels of difficulty, but none have related both anxiety and impulsive- ness to learning among Ss selected from a common population. In studies relating anxiety to learning, high anxiety Ss consistently learn better on the average than low anxiety Ss when the difficulty level of the task is low (6, 8). In more difficult learning tasks, low anxiety Ss do better than high anxiety Ss (3, 5, 8, 9), although the results are not as consistent as with easier tasks. Taylor (8) found, for example, that under non-stress conditions, high anxiety Ss were superior to low anxiety Ss in learning a verbal task, although she did not find any interaction between anxiety level and stress when attempts were made to introduce stress into the learning situation. The current experiment will extend the study of the relation of

Journal

Perceptual and Motor Skills – SAGE

Published: Aug 31, 2016

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