No abstract

Data from 385 undergraduates support 2 hypotheses that students attending the last regular meeting of a college course in introductory psychology give more favorable instructor and course evaluations than those attending the final examination only. Data pertinent to a 3rd hypothesis suggest that, relative to the last-meeting evaluations, the final examination context has little or no effect on ratings.

The extent to which academic examination performance could be predicted from several measures of academic achievement anxiety was tested by 3 studies. To attain the greatest (most efficient) predictive utility from the shortest amount of testing time, interaction effects between anxiety measures were determined, expressed as cross products, and included as independent variables in each multiple-regression equation. The dependent variable was score on a final examination in introductory psychology. This procedure increased predictive efficiency using selected anxiety measures. Prediction of examination performance was better for female than male Ss.Recent research on the effect of anxiety upon performance has seen the development of a number of specific instruments for the measurement of anxiety related to academic achievement performance (Alexander & Husek, 1962;Alpert & Haber, 1960;Handler & Sarason, 1952;Sarason, 1958). Alpert and Haber (1960) have concluded that such scales are better predictors of academic performance than are general anxiety scales and seem to account for variance in such performance beyond that accounted for by aptitude measures. Preliminary unpublished work by the authors, primarily performed within analysis of variance designs, not only supported the first of these conclusions, but also suggested interactions between specific anxiety measures in accounting for variance in course examination performance.Since one of our objectives was to be able to test the accuracy of predic-1 The support of the Graduate School, Southern Illinois University, in the conduct of this research is gratefully acknowledged.

After reading in the April 1961 American Psychologist the account of the tripartite American Board of Clinical Hypnosis and its certification of physicians, dentists, and psychologists through three sub-boards, we consider it our duty to call attention to the fact that there exists a strong body of opinion which is opposed to the formation of such examining and certifying boards. No one reading this article alone would suspect that such a difference of opinion exists, nor would he be aware of the existence of an organization for the study of hypnosis which is entirely unconcerned with examining boards-the American Society of Clinical Hypnosis, founded in 1957 and having 2184 member in the professions of medicine, dentistry, and psychology.The principal reasons for opposition to these boards, which are set out in an editorial in the American

One of the growing edges of recent psychology has been the study of the relationship of anxiety and behavior. Taylor (17), Taylor and Spence (19), Montague (10), and Lucas ( 6) have reported studies of the performance of