ANXIETY LEVEL AND THE EFFECT OF VERBAL REINFORCEMENT COMBINATIONS ON A VERBAL-CODING TASK

SHINKURO IWAHARA; NORIKO TANABE

doi:10.4992/psycholres1954.5.147

SHINKURO IWAHARA, NORIKO TANABE

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1963 Volume 5 Issue 4 Pages 147-152

DOI https://doi.org/10.4992/psycholres1954.5.147

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Published: 1963 Received: November 16, 1963 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : The purpose of this experiment was to test whether verbal learning is a function of manifest anxiety as well as verbal reinforcement combinations. High- and low-anxious groups were each divided into 3 subgroups, depending upon whether they were given both positive (“Right”) and negative (“Wrong”) reinforcements (RW), or only one of the two reinforcements (NW and RN). Only the interaction between the two variables was found to be significant, indicating that RN lead to faster learning in the high-anxious Ss than RW and NM, while the trend was opposite in the low-anxious Ss. The results were interpreted in terms of an inhibitory effect of the stressful motivation of verbal punishment (W) on learning in the high-anxious Ss.
Right : The purpose of this experiment was to test whether verbal learning is a function of manifest anxiety as well as verbal reinforcement combinations. Highand low-anxious groups were each divided into 3 subgroups, depending upon whether they were given both positive (“Right”) and negative (“Wrong”) reinforcements (RW), or only one of the two reinforcements (NW and RN). Only the interaction between the two variables was found to be significant, indicating that RN lead to faster learning in the high-anxious Ss than RW and NM, while the trend was opposite in the low-anxious Ss. The results were interpreted in terms of an inhibitory effect of the stressful motivation of verbal punishment (W) on learning in the high-anxious Ss.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BINDRA, D. Motivation. New York: Ronald, 1959.
BRACKBILL, Y., & O'HARA, J. The relative effectiveness of reward and punishment for discrimination learning in children. J. comp. physiol. Psychol., 1958, 51, 747-751.
BUCHWALD, A. M. Extinction after acquisition under different verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 43-48. (a)
BUCHWALD, A. M. Experimental alternations in the effectiveness of verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 351-361. (b)
BUSS, A. H., BRADEN, W., ORGEL, A., & Buss, E. H. Acquisition and extinction with different verbal reinforcement combinations. J. exp. Psychol., 1956, 52, 288-295.
BUSS, A. H., & BUSS, E. H. The effect of verbal reinforcement combinations on concept learning. J. exp. Psychol., 1956, 52, 283-287.
BUSS, A. H., WEINER, M., & BUSS, E. H. Stimulus generalization as a function of verbal reinforcement combinations. J. exp. Psychol., 1954, 48, 433-436.
FERGUSON, E. L., & BUSS, A. H. Supplementary report: acquisition, extinction, and counter-conditioning with different verbal reinforcement combinations. J. exp. Psychol., 1959, 58, 94-95.
ISHIBASHI, T., & SUGIMURA, T. Role of verbal reinforcement combinations on selective learning. Proceedings of the annual Meetings of the Japanese Psychological Association, 1960, 137. (In Japanese.)
JONES, A. The relative effectiveness of positive and negative reinforcers. J. exp. Psychol., 1961, 62, 368-371.
KATCHMAR, L. T., Ross, S., & ANDREWS, T. G. Effects of stress and anxiety on performance of a complex verbal-coding task. J. exp. Psychol., 1958, 55, 559-564.
MCCANDLESS, B. R., & CASTANEDA, A. Anxiety in children, school achievement, and intelligence. Child Develpm., 1956, 27, 379-382.
MATARAZZO, J. D., ULETT, G. A., GUZE, S. B., & SASLOW, G. The relationship between anxiety level and several measures of intelligence. J. consult. Psychol., 1954, 18, 201-205.
MATSUNAGA, I. Standardization of the anxiety test: IV. Proceedings of the annual Meetings of the Japanese Psychological Association, 1957, 341. (In Japanese.)
NICHOLSON, W. N. The influence of anxiety upon learning: interference or drive increment. J. Pers., 1958, 26, 303-319.
NISHIZAWA, S. Effect of anxiety upon a problem-solving task. Jap. J. Psychol., 1957, 27, 38-41. (In Japanese.)
SPENCE, K. W. Behavior theory and conditioning. New Haven: Yale Univ. Press, 1956.
SUZUKI, K., TATSUNO, C., TAKANO, S., FURUYA, K., & MATAUBARA, T. The Taken general anxiety test manual. Tokyo: Nihon Bunka Ka-gakusha, 1960. (In Japanese.)
TSUSHIMA, T., TSUJIOKA, B., & TSUSHIMA, Y. The Cattell anxiety test manual. Tokyo: Tokyo Shinri, 1960. (In Japanese.)
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Jap. J. Psychol., 1955, 26, 148-155. (In Japanese with an English abstract.)
WATANABE, H. An experimental study of concept formation with card-sorting methods. Proceedings of the annual Meetings of the Japanese Psychological Association, 1959, Section B, IV-11. (In Japanese.)

Right : BINDRA, D.Motivation. New York: Ronald, 1959.
BRACKBILL, Y., & O'HARA, J. The relative effectiveness of reward and punishment for discrimination learning in children. J. comp. physiol. Psychol., 1958, 51, 747-751.
BUCHWALD, A. M. Extinction after acquisition under different verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 43-48.(a)
BUCHWALD, A. M. Experimental alternations in the effectiveness of verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 351-361.(b)
BUSS, A. H., BRADEN, W., ORGEL, A., & Buss, E. H. Acquisition and extinction with different verbal reinforcement combinations. J. exp. Psychol., 1956, 52, 288-295.
BUSS, A. H., & BUSS, E. H. The effect of verbal reinforcement combinations on concept learning. J. exp. Psychol., 1956, 52, 283-287.
BUSS, A. H., WEINER, M., & BUSS, E. H. Stimulus generalization as a function of verbal reinforcement combinations. J. exp. Psyched, 1954, 48, 433-436.
FERGUSON, E. L., & BUSS, A. H. Supplementary report: acquisition, extinction, and counterconditioning with different verbal reinforcement combinations. J. exp. Psychol., 1959, 58, 94-95.
ISHIBASHI, T., & SUGIMURA, T. Role of verbal reinforcement combinations on selective learning. Proceedings of the annual Meetings of the Japanese Psychological Association, 1960, 137.(In Japanese.)
JONES, A. The relative effectiveness of positive and negative reinforcers. J. exp. Psyched, 1961, 62, 368-371.
KATCHMAR, L. T., Ross, S., & ANDREWS, T. G. Effects of stress and anxiety on performance of a complex verbal-coding task. J. exp. Psychol., 1958, 55, 559-564.
McCANDLESS, B. R., & CASTANEDA, A. Anxiety in children, school achievement, and intelligence. Child Denelpm., 1956, 27, 379-382.
MATARAZZO, J. D., ULETT, C. A., GUZE, S. B., & SASLOW, G. The relationship between anxiety level and several measures of intelligence. J. consult. Psychol., 1954, 18, 201-205.
MATSUNAGA, I. Standardization of the anxiety test: IV. Proceedings of the annual Meetings of the Japanese Psychological Association, 1957, 341.(In Japanese.)
NICHOLSON, W. N. The influence of anxiety upon learning: interference or drive increment. J. Pers., 1958, 26, 303-319.
NISHIZAWA, S. Effect of anxiety upon a problemsolving task. jap., J. Psychol., 1957, 27, 38-41.(In Japanese.)
SPENCE, K. W. Behavior theory and conditioning. New Haven: Yale Univ. Press, 1956.
SUZUKI, K., TATSUNO, C., TAKANO, S., FURUYA, K., & MATAUBARA, T. The Taken general anxiety test manual. Tokyo: Nihon Bunka Kagakusha, 1960.(In Japanese.)
TSUSHIMA, T., TSUJIOKA, B., Sr, TSUSHIMA, Y. The Cattell anxiety test manual. Tokyo: Tokyo Shinri, 1960.(In Japanese.)
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Jap. J. Psychol., 1955, 26, 148-155.(In Japanese with an English abstract.)
WATANABE, H. An experimental study of concept formation with card-sorting methods. Proceedings of the annual Meetings of the Japanese Psychological Association, 1959, Section B, IV-11.(In Japanese.)

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BINDRA, D.Motivation. New York: Ronald, 1959.
BRACKBILL, Y., & O'HARA, J. The relative effectiveness of reward and punishment for discrimination learning in children. J. comp. physiol. Psychol., 1958, 51, 747-751.
BUCHWALD, A. M. Extinction after acquisition under different verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 43-48.(a)
BUCHWALD, A. M. Experimental alternations in the effectiveness of verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 351-361.(b)
BUSS, A. H., BRADEN, W., ORGEL, A., & Buss, E. H. Acquisition and extinction with different verbal reinforcement combinations. J. exp. Psychol., 1956, 52, 288-295.
BUSS, A. H., & BUSS, E. H. The effect of verbal reinforcement combinations on concept learning. J. exp. Psychol., 1956, 52, 283-287.
BUSS, A. H., WEINER, M., & BUSS, E. H. Stimulus generalization as a function of verbal reinforcement combinations. J. exp. Psyched, 1954, 48, 433-436.
FERGUSON, E. L., & BUSS, A. H. Supplementary report: acquisition, extinction, and counterconditioning with different verbal reinforcement combinations. J. exp. Psychol., 1959, 58, 94-95.
ISHIBASHI, T., & SUGIMURA, T. Role of verbal reinforcement combinations on selective learning. Proceedings of the annual Meetings of the Japanese Psychological Association, 1960, 137.(In Japanese.)
JONES, A. The relative effectiveness of positive and negative reinforcers. J. exp. Psyched, 1961, 62, 368-371.
KATCHMAR, L. T., Ross, S., & ANDREWS, T. G. Effects of stress and anxiety on performance of a complex verbal-coding task. J. exp. Psychol., 1958, 55, 559-564.
McCANDLESS, B. R., & CASTANEDA, A. Anxiety in children, school achievement, and intelligence. Child Denelpm., 1956, 27, 379-382.
MATARAZZO, J. D., ULETT, C. A., GUZE, S. B., & SASLOW, G. The relationship between anxiety level and several measures of intelligence. J. consult. Psychol., 1954, 18, 201-205.
MATSUNAGA, I. Standardization of the anxiety test: IV. Proceedings of the annual Meetings of the Japanese Psychological Association, 1957, 341.(In Japanese.)
NICHOLSON, W. N. The influence of anxiety upon learning: interference or drive increment. J. Pers., 1958, 26, 303-319.
NISHIZAWA, S. Effect of anxiety upon a problemsolving task. jap., J. Psychol., 1957, 27, 38-41.(In Japanese.)
SPENCE, K. W. Behavior theory and conditioning. New Haven: Yale Univ. Press, 1956.
SUZUKI, K., TATSUNO, C., TAKANO, S., FURUYA, K., & MATAUBARA, T. The Taken general anxiety test manual. Tokyo: Nihon Bunka Kagakusha, 1960.(In Japanese.)
TSUSHIMA, T., TSUJIOKA, B., Sr, TSUSHIMA, Y. The Cattell anxiety test manual. Tokyo: Tokyo Shinri, 1960.(In Japanese.)
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Jap. J. Psychol., 1955, 26, 148-155.(In Japanese with an English abstract.)
WATANABE, H. An experimental study of concept formation with card-sorting methods. Proceedings of the annual Meetings of the Japanese Psychological Association, 1959, Section B, IV-11.(In Japanese.)

Right : BINDRA, D. Motivation. New York: Ronald, 1959.
BRACKBILL, Y., & O'HARA, J. The relative effectiveness of reward and punishment for discrimination learning in children. J. comp. physiol. Psychol., 1958, 51, 747-751.
BUCHWALD, A. M. Extinction after acquisition under different verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 43-48.(a)
BUCHWALD, A. M. Experimental alternations in the effectiveness of verbal reinforcement combinations. J. exp. Psychol., 1959, 57, 351-361.(b)
BUSS, A. H., BRADEN, W., ORGEL, A., & BUSS, E. H. Acquisition and extinction with different verbal reinforcement combinations. J. exp. Psychol., 1956, 52, 288-295.
BUSS, A. H., & BUSS, E. H. The effect of verbal reinforcement combinations on concept learning. J. exp. Psychol., 1956, 52, 283-287.
BUSS, A. H., WEINER, M., & BUSS, E. H. Stimulus generalization as a function of verbal reinforcement combinations. J. exp. Psychol, 1954, 48, 433-436.
FERGUSON, E. L., & BUSS, A. H. Supplementary report: acquisition, extinction, and counterconditioning with different verbal reinforcement combinations. J. exp. Psychol., 1959, 58, 94-95.
ISHIBASHI, T., & SUGIMURA, T. Role of verbal reinforcement combinations on selective learning. Proceedings of the annual Meetings of the Japanese Psychological Association, 1960, 137.(In Japanese.)
JONES, A. The relative effectiveness of positive and negative reinforcers. J. exp. Psychol., 1961, 62, 368-371.
KATCHMAR, L. T., ROSS, S., & ANDREWS, T. G. Effects of stress and anxiety on performance of a complex verbal-coding task. J. exp. Psychol., 1958, 55, 559-564.
MCCANDLESS, B. R., & CASTANEDA, A. Anxiety in children, school achievement, and intelligence. Child Develpm., 1956, 27, 379-382.
MATARAZZO, J. D., ULETT, G. A., GUZE, S. B., & SASLOW, G. The relationship between anxiety level and several measures of intelligence. J. consult. Psychol., 1954, 18, 201-205.
MATSUNAGA, I. Standardization of the anxiety test: IV. Proceedings of the annual Meetings of the Japanese Psychological Association, 1957, 341.(In Japanese.)
NICHOLSON, W. N. The influence of anxiety upon learning: interference or drive increment. J. Pers., 1958, 26, 303-319.
NISHIZAWA, S. Effect of anxiety upon a problemsolving task. Jap., J. Psychol., 1957, 27, 38-41.(In Japanese.)
SPENCE, K. W. Behavior theory and conditioning. New Haven: Yale Univ. Press, 1956.
SUZUKI, K., TATSUNO, C., TAKANO, S., FURUYA, K., & MATAUBARA, T. The Taken general anxiety test manual. Tokyo: Nihon Bunka Kagakusha, 1960.(In Japanese.)
TSUSHIMA, T., TSUJIOKA, B., & TSUSHIMA, Y. The Cattell anxiety test manual. Tokyo: Tokyo Shinri, 1960.(In Japanese.)
UMEMOTO, T., MORIKAWA, Y., & IBUKI, M. The non-association values and meaningfulness of 1892 Japanese two-letter syllables and words. Jap. J. Psychol., 1955, 26, 148-155.(In Japanese with an English abstract.)
WATANABE, H. An experimental study of concept formation with card-sorting methods. Proceedings of the annual Meetings of the Japanese Psychological Association, 1959, Section B, IV-11.(In Japanese.)

Abstract

The purpose of this experiment was to test whether verbal learning is a function of manifest anxiety as well as verbal reinforcement combinations. Highand low-anxious groups were each divided into 3 subgroups, depending upon whether they were given both positive (“Right”) and negative (“Wrong”) reinforcements (RW), or only one of the two reinforcements (NW and RN). Only the interaction between the two variables was found to be significant, indicating that RN lead to faster learning in the high-anxious Ss than RW and NM, while the trend was opposite in the low-anxious Ss. The results were interpreted in terms of an inhibitory effect of the stressful motivation of verbal punishment (W) on learning in the high-anxious Ss.

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