Perceptual recognition as a function of anxiety, motivation, and the testing situation.

1962 ◽  
Vol 64 (3) ◽  
pp. 215-221 ◽  
Author(s):  
E. D. Longenecker
Keyword(s):  
Testing Situation ◽  
Perceptual Recognition

Approach-Avoidance Conflict in an Open Field

1968 ◽  
Vol 23 (2) ◽  
pp. 427-435 ◽  
Author(s):  
Dorin Zohner
Keyword(s):  
Open Field ◽  
Approach Behavior ◽  
Testing Situation ◽  
Goal Approach ◽  
Approach Training ◽  
Approach Avoidance

Approach-avoidance conflict in rats was investigated as a function of physical confinement, number of approach-training trials, similarity of cues and number of shocks. Physical confinement had no effect upon rate of acquisition of approach behavior but did influence penetration to the goal on the conflict trials. Similarity of cues between the training and testing situation was important in determining the extent to which the animal approached the goal during conflict trials; the greater the dissimilarity of cues, the nearer the animals would approach the goal. Approach was also found to be a decreasing function of number of shock trials.

scholarly journals Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Praxis medica ◽  
2020 ◽  
Vol 49 (1-2) ◽  
pp. 23-27
Author(s):  
Marina Malobabić ◽  
Ivana Nešić ◽  
Vesna Jokanović
Keyword(s):  
Coping Strategies ◽  
Great Part ◽  
Self Esteem ◽  
Demographic Variables ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Older Students ◽  
Testing Situation ◽  
Language Classroom ◽  
Different Types

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

A DEVELOPMENTAL STUDY OF THE EFFECTS OF PRETRAINING ON A PERCEPTUAL RECOGNITION TASK

1971 ◽  
Vol 42 (6) ◽  
pp. 2117-2119
Author(s):  
S. JAMES ◽  
S. J. HENNING ◽  
L. BERELL KORNREICH
Keyword(s):  
Recognition Task ◽  
Developmental Study ◽  
Perceptual Recognition

Evidence for suffix cohesion in French

2020 ◽  
pp. 1-29
Author(s):  
Benjamin Storme
Keyword(s):  
Alternative Analysis ◽  
Acoustic Study ◽  
Paris Area ◽  
Perceptual Recognition ◽  
Paradigm Uniformity

ABSTRACT In a language, suffix cohesion refers to the fact that suffixed words behave phonologically as simple or complex units depending on the suffix they are built with. This article uncovers a previously undescribed pattern of suffix cohesion in French, where words suffixed with vowel- and glide-initial suffixes behave phonologically like simple units (e.g. fêtiez [fet-je] ‘you partied’) and words built with other consonant-initial suffixes behave phonologically like complex units (e.g. fêterez [fɛt-ʁe] ‘you will party’). The evidence comes from a reassessment of well-known data on [ə]–[ɛ] stem alternations and from an acoustic study of [e]–[ɛ] and [o]–[ɔ] alternations in suffixed words as pronounced by 10 speakers living in the Paris area. The suffix’s phonological shape is found to provide the best account of the data among a set of factors that have been argued to be relevant to suffix cohesion in other languages (in particular resyllabification). The French pattern has important theoretical implications for theories of suffix cohesion as it is not prosodically conditioned. An alternative analysis in terms of paradigm uniformity is proposed, where suffixed words are treated as complex units phonologically if the suffix’s phonological shape facilitates the perceptual recognition of the base corresponding to the suffixed word’s stem.

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