Abstract:
Recent research has concentrated on two basic models that describe the relationship between anxiety, learning and memory. One model focusses on performance deficits associated with anxiety and the other on cognitive excesses or self-preoccupation. In the present study an investigation was conducted on the State-Trait Anxiety Inventory (STAI - Form X) to ensure that it was psychometrically sound. This measure was then used in examining the relationship between anxiety, learning and memory with reference to the deficit model. In the psychometric evaluation, 207 Victoria University students completed the measure. Results indicated that the STAI (Form X) was a highly reliable measure and had a high degree of internal consistency. Secondly, it was found to comprise two unidimensional scales measuring state and trait anxiety respectively. To examine the relationship between anxiety, learning and memory, the STAI (Form X) and a questionnaire based on the content of a relaxation course were administered on three occasions to 31 outpatients attending such a course at a community mental health centre. Results indicated a significant relationship between trait anxiety and the amount of new information on anxiety management learned and recalled over and above knowledge base at the beginning of the course. Subjects with a "moderate" level of trait anxiety learned and therefore recalled more new information than those with "high" trait anxiety.
This result follows the principles of the Yerkes-Dodson Law and supports a deficit model of the effect of anxiety on learning and memory. It is suggested that with future research the focus not only be on the gathering of performance data to examine reduced learning and recall but that self reports of cognitions be obtained so that the cognitive excesses model can also be considered.
