178
J.
CHARLES
JONES
AND CATHY
J.
COBES
If
group instructional procedures give rise to anxiety, it is perhaps because
adults, attempting to control and motivate children, manipulate group relation-
ships to produce such results. With current emphasis on individualizing instruction,
perhaps some attention should be given to the possibilit,y that, for some children,
working alone or with only an instructor may lead to less efficient learning and more
unrealistic goal setting than working in small groups.
REFERENCES
ASCH,
S.
E.
Social psychology.
Englewood Cliffs,
N.
J.:
Prentice-Hall,
1952.
ATKINSON,
L.,
&
LETWIN,
G.
Achievement motive and test anxiety conceived
as
motive to approach
success and motive to avoid failure.
Journal
of
Abnormal and Social Psychology,
1960,
60,
52-63.
AUSUBEL,
I).
P.,
SCHIFF,
H.
M.,
&
GOLDMAN, M.
Qualitative characteristics in the learning process
associated with anxiety.
Journal
of
Abnormal and Social Psychology,
1953,
48,
537-547.
CASTANEDA, A., MCCANDLESS,
B.,
&
PALERMO,
D.
Complex learning and performance as a function
of anxiety in children and task difficulty.
Child Development,
1956,
27,
317-323.
$ARBER,
I.
E.,
&
SPENCE,
K.
W. Complex learning and conditioning as a function
of
anxiety.
Journal
of
Experimental Psychology,
1933,
45,
120-125.
FRANK,
J.
D.
Individual differences
in
certain aspects of the level of aspiration.
American Journal
of
Psychology,
1935,
47,
92-100.
HARLESTON,
B.
Test anxiety and performarire
in
problem-solving situations.
Journal
of
Personalily,
HILQARD,
E.
R.
Success in relation to level
of
achievement.
School and Society,
1942,
66,
423-426.
ROSENFIELD, H.,
&
ZANDER,
A.
The influence of teachers on aspirations of students.
Journal
of
1962,
SO,
557-573.
Educational Psucholoau.
1961,
62.
1-11.
1
""1
,I
SARASON,
I.
B.
Empirical findings and theoretical problem in the use of aiixiety scales.
Psycho-
logical
Bulletin,
1960,
67,
403-415.
SEARS,
P.
A.
Levels
of
aspiration in academically successful and msuccessful children.
Journal
of
SPENCE,
K.
W.,
&
TAYLOR,
J.
A. Anxiety and strength of the UCS
as
determiners of the amount of
Abnormal and Social Psychology,
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eyelid conditioning.
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ELEMENTARY PUPILS' USE
OF
CUES IN
PAIRED-ASSOCIATE LEARNING
WAYNE
OTTO'
University
of
Wisconsin
The expectation that children's paired-associate learning will be enhanced by
the addition of color cues to the list might be defended in terms of cue selection
(Underwood, Ham,
&
Ekstrand,
1962),
mediation (Jenkins
&
Bailey,
1964),
differ-
entiation (Saltz,
1963)
or, very simply, increased motivation (Jones,
1965).
Only
the latter of the studies cited was done with children, but the extrapolation is both
straightforward and persuasive in each case. Yet, when good and poor readers in
the elementary grades were studied, the salient finding was that the addition of
'The writer is grateful to William Amrindson and Mrs. Pat Woolpert of the Evansville Public
Schools for their help in obtaining subjects. The research reported herein was erformed pursuant
to
a
contract with the United States Office of Education, Jkpartmerit
of
lieahh, Education and Wel-
fare,
under the provisions of the Cooperat.ive 1lesearc:h Program. Cerit,er
No.
C-(U/Cont,ract
OK
4-10-154.
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