Type of cognitive modeling, imitation of modeled tactics, and modification of test anxiety

Effects of Cognitive and Exemplar Modeling on Field Dependence-Independence

This study examined the effects of two modeling procedures on subjects' performance of cognitive tasks. 57 female and 14 male participants were exposed to one of three conditions. A Cognitive Modeling group viewed a videotape in which examples of embedded figures were presented, accompanied by verbalization of strategies relevant to task performance. An Exemplar Modeling group observed the same examples without verbalization of strategies. A Control group did not view a videotape. The Cognitive Modeling group subsequently outperformed the Exemplar Modeling group which in turn outperformed the Control group on the Embedded Figures Test (a measure of field dependence-independence). Subjects in the Cognitive Modeling group were also able to identify more task-relevant strategies than either the Exemplar or Control groups on a post-experimental questionnaire. These gains did not generalize to performance on Progressive Matrices.

Test Anxiety: A Cross-Cultural Perspective

The present paper examines test anxiety from a cross-cultural perspective with specific reference to the Indian and American cultures. The construct of test anxiety has been examined in many cultures all over the world. In this review, the importance of understanding and incorporating contextual factors in cross-cultural research is emphasized. Moreover, some of the methodological issues related to investigating culture-behavior relationship are discussed. Specifically, the derived-etic approach for conducting cross-cultural research is espoused. Then, research findings from western, cross-cultural, and Indian studies on test anxiety are reviewed. Consistent with the individualistic orientation of the western society, much of the research in the western world has adopted a de-contextualized approach. Inasmuch as many of the cross-cultural and Indian studies on test anxiety have their roots in western research, they have ignored the cultural context as well. To address this void, contextual variables relevant to test anxiety in the Indian setting are examined and hypotheses regarding the nature of test anxiety in Indian children are proposed. Finally, a research agenda is presented to examine these hypotheses using a derived-etic approach.

In vivo distraction-coping in the treatment of test anxiety: a 1-year follow-up study

Data obtained from 19 clinically test anxious students supported the efficacy of an 8-week treatment program that combined relaxation skill training, cognitive restructuring, and systematic desensitization for the reduction of test anxiety in a previous study by Thyer , Papsdorf , Himle , McCann , Caldwell, and Wickert (1981). Significant reductions in test, state, and trait anxiety, and increases in the rationality of personal belief systems were observed. Cognitive performance on an anagram solution task and behavioral performance on a test of manual dexterity also were improved posttreatment. In this present study, 12-month follow-up data on 14 (73.6%) of the original Ss are reported. The results indicate a maintenance of the significantly decreased levels of test anxiety and continued reductions in trait anxiety and irrationality . The significance of these findings is discussed.

In vivo distraction-coping in the treatment of test anxiety

Two groups (N = 19) of clinically test anxious college students received a common core treatment program of cognitive behavior therapy, progressive muscular relaxation training, and thermal biofeedback assisted relaxation training. The experimental group received an additional treatment component that consisted of in vivo distraction-coping training designed to facilitate focusing attentional processes onto task relevant variables and away from external distractors and dysfunctional self-statements. The overall efficacy of the program was demonstrated with reductions in test, trait and state anxiety, and increases in the rationality of personal belief systems. Performance on an anagram solution task conducted under highly distracting conditions and evaluative interactions was improved significantly, as was motoric performance on a manual dexterity task. In vivo distraction-coping was not found to result in more efficacious treatment as measured by self-report and performance variables.