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Claire E. Weinstein Walter E. Cubberly Frank C. Richardson 《Contemporary educational psychology》1982,7(2):107-112
The effect of test anxiety on learning superficial and deep level tasks was examined. Ninety college students classified as either high or low test-anxious learned a paired-associate word list using either a superficial level or a deep level processing strategy. The results indicated that on the superficial level processing task, the performance of the low test-anxious students was not significantly different from that of the high test-anxious students, while on the deep level processing task the performance of the low test-anxious students was significantly better than the performance of the high test-anxious students. The results are discussed in the context of a cognitive-attentional theory of test anxiety and the mechanisms by which test anxiety may disrupt performance. 相似文献
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Leslie C. Higgins 《Educational technology research and development : ETR & D》1978,26(3):215-232
Many questions about picture interpretation behavior remain to be answered One question relates to the psychological nature of such behavior and may be stated; What psychological processes are involved in drawing inferences from pictures? This study attempts to answer the question using a model of picture interpretation that consists of two interdependent forms of behavior: observation and inference drawing. The study focuses on the latter, which is further divided into productive and evaluative processes. These are accounted for by three constructs: operational facility, the ability to generalize concepts, and conceptual fluency. To test the model and related hypotheses, two pictorial tests of inference drawing and 19 reference tests were administered to 95 children aged 10 to 12 years, A factor analytic methodology was employed. 相似文献
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