Effect of memory support on the problem-solving ability of test-anxious children.

A study investigated the effects of test anxiety, as measured by the Test Anxiety Scale for Children (TASC), on memory processes in problem solvina and the extent to which memory support reduced this effect. Two experiments were performed on 40 and 96 subjects respectively, from grades 5 and 6. Each experiment utilized a factoral design involving two levels of test anxiety (Ss having upperor lower-quartile TASC scores) and two memory conditions (supported and not supported). Experiment 1 subjects, selected from 170 who had completed the TASC, were paired: high-anxious (upper quartile) subjects with low-anxious (lower quartile) subjects by matching with respect to sex and IQ before assignment to the two memory-support conditions. Experiment 2 subjects, selected on the same basis from a similar group of 379, were divided by sex and assigned at random (with some restrictions) to the two conditions. Experiment 1 involved a puzzle; dependent measures were errors committed and recognition of potential errors. Experiment 2 involved concept formation; dependent measures were trials to criterion, and positiveand negative-exemplar memory errors. Analyses of variance and chi square analyses were performed. Significant main and interaction effects indicated that test anxiety interfered with short-term memory, and memory support reduced differences between performance of highand low-anxious subjects. (Author/JS) STANFORD CENTER FOR RESEARCH AND DEVELOPMENT