Anxiety, physiologically and psychologically measured: Its effects on mental test performance

Chambers, Alma C.; Hopkins, Kenneth D.; Hopkins, Bryan

doi:10.1002/1520-6807(197204)9:2<198::aid-pits2310090217>3.0.co;2-z

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Budzynski, Stoyva, and Adler (1970) found a similar high relationship between patients' self-ratings of severity of headache over time on a five-point scale and electromyographic recordings within patients over time. These findings are in sharp contrast to the low correlations between physiological and self-report measures across subjects (Chambers et al, 1968).…”

Section: Possible Advantages Of Time-series Analysis In Measurement O...contrasting

confidence: 90%

N-of-one and N-of-two research in psychotherapy.

Gottman¹

1973

Psychological Bulletin

100

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This paper suggests that time-series methods can be used to make weak and strong causal inferences in ./V-of-one research in psychotherapy. Possible gains are discussed in process research, outcome research, and measurement design. Specific attention is given to assessing the effects of planned interventions using the interrupted time-series design; experiments are presented which illustrate the methods discussed in the paper. The major advantages of time-series methodology are that it (a) permits the study of the single subject and the use of subject-as-his-owncontrol research, (b) permits the study of the form of the effect of the intervention over time, and (c) allows one to use information over time as feedback for making decisions-a useful tool in the evaluation of psychotherapy.

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Section: Possible Advantages Of Time-series Analysis In Measurement O...contrasting

confidence: 90%

N-of-one and N-of-two research in psychotherapy.

Gottman¹

1973

Psychological Bulletin

100

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“…It has also been generally assumed that various measures of physiological arousal (e.g., pulse rate, blood pressure, skin temperature, galvanic skin response, respiration rate) are valid indicants of anxiety. In fact, many researchers have assumed that these may be used interchangeably with responses to anxiety questionnaires, despite the fact that correlations between physiological and questionnaire measures of anxiety have characteristically been low (Chambers, Hopkins, & Hopkins, 1968;Johnson & Spielberger, 1968;Katkin, 1965). The Worry-Emotionality distinction suggests that physiological indexes provide information concerning the emotional component of anxiety (which is in part denned as autonomic reactions to stress situations) but that they provide little information about the cognitive component.…”

mentioning

confidence: 99%

Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance.

Morris

Liebert²

1970

Journal of Consulting and Clinical Psychology

231

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The relationship of cognitive (Worry) and emotional (Emotionality) components of test anxiety to pulse rate, performance expectancy, and actual examination grades was determined for samples of both high school and college students. For both samples, two of the three major predictions received support: (a) Worry was found to be more highly negatively related to examination grades than was Emotionality or pulse rate and (6) Worry was more highly negatively related to expectancy than was Emotionality. However, pulse rate was no more highly related to Emotionality than to Worry, suggesting that questionnaire and direct measures of autonomic arousal are less closely related than has been generally assumed.

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“…Kagan (1971) and Anastasi (1967), among others, have contended that current normative-based tests (primarily standardized on and directed to the white middle-class population's values and experiences) are essentially unfair and unrepresentative of children of culturally different backgrounds. Cultural differences in motivation (Zigler & Butterfield, 1968), anxiety level (Chambers, Hopkins, & Hopkins, 1972;Cox, 1964;Egeland, 1967;Marso, 1970;Smith, 1965), language (Palmer & Gaffney, 1972), speed and practice conditions (Dubin & Osburn, 1969), and examiner differences (Cohen, 1965) have, among other factors, been explored and frequently alluded to in the test performance of culturally different children. Despite attempts to alleviate these areas of criticism (e.g., the recent restandardization of the Wechslcr Intelligence Scale for Children and Stanford Binet), many psychologists would argue that bias remains in most testing situations.…”

mentioning

confidence: 99%

Bias in prediction: A test of three models with elementary school children.

Frazer¹,

Miller²,

Epstein³

1975

Journal of Educational Psychology

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Two competing conceptualizations of test bias in educational settings were studied and each was compared to the traditional regression model. The bias model proposed by Clcary and that proposed by Thorndike were each employed, along with the traditional regression model, on data obtained from 95 male and 101 female fifth-grade children to determine the extent of sex bias in selection resulting from each of the three models. It was found that the Cleary procedure produced substantial bias in both selection and accuracy of selection in favor of the female subgroup. The traditional prediction model resulted in pronounced selection bias in favor of the male subgroup and a slight bias in accuracy of selection in favor of the same subgroup. The Thorndike procedure, by definition, results in no selection bias but did produce slight bias in the accuracy of selection favoring the female subgroup.

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Anxiety, physiologically and psychologically measured: Its effects on mental test performance

Cited by 4 publications

References 18 publications

N-of-one and N-of-two research in psychotherapy.

N-of-one and N-of-two research in psychotherapy.

Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance.

Bias in prediction: A test of three models with elementary school children.

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