Affective Context Effect

In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of

Everyone experiences some form of anxiety within their life. Anxiety is highly individualized; meaning that each person who experiences

The following tests were administered to the patient: Penn State Worry Questionnaire (PSWQ)—a 16-item self-report measure of the affinity, strength, and uncontrollability of excessive and uncontrollable worry; Intolerance of Uncertainty Scale (IUS)—a 27-item self-report mechanism measuring the general idea that uncertainty in life is frustrating, unacceptable, or bad; Why Worry-II (WW-II)—a 25item- questionnaire of positive attitudes about worry; and the Ahwaz Worry Inventory (AWI)—an assessment of economic worry, self-esteem, worry about the future, worry about relations, cognitive worry, worries of insecurity, and worry about

Alternatively Hadley (1995) puts forward the view that contrary to popular belief, anxiety actually arises out of thoughts of potential danger and not the actual danger that produces the symptoms of anxiety. In support of this view the document by Chrysalis states that “feelings of anxiety come from apprehension or fear, the source of which is not always recognisable”. Feeling anxious at certain times in our life is a normal instinctual response that serves as a protection to aid survival. It teaches us to avoid dangerous situations and in this way is a learning process however the subconscious can sometimes work overtime resulting in response to all situations that feel remotely similar to the one that has made us feel anxious in the first instance (Chrysalis 2010 1-5 pp7). This document describes how anxiety will affect our whole being, our emotions, our behaviour and our physical health. Anxiety becomes a problem when its level rises above normal and interfere with a person’s life, associated physical symptoms include, trembling, tense muscles, churning stomach, nausea, diarrhoea, headache, heart palpitations, pins and needles, sweating or flushing (Chrysalis 2010 1-5 pp7). These feelings coupled with the physical symptoms experienced make a person want

Anxiety is one of the banalest features in the human mind. People with severe anxiety can have strenuous difficulties in life. In the past, anxiety was deemed irrelevant, and it was assumed to be benign. In recent years, Researchers have concluded that anxiety can be detrimental to one’s health. Anxiety can range from mild to strong, but nonetheless, it can affect lives severely. Almost everybody in the world has at least some type of anxiety. Whether it is presenting in front of a crowd, going to social events, reliving a traumatic experience, or even going on a rollercoaster. Psychology doctor, Peg O-Conner declares in her article that anxiety is, in fact, part of human nature (Conner). Conner argues that becoming unable to prioritize matters,

Anxiety is experienced by most people on a daily basis. Many times, anxiety can prevent people from accomplishing amazing tasks in their life. In some cases, people who avoid the anxiety end up experiencing some sort of sadness. In a short essay, called “Anxiety: Challenge by Another Name” by James Lincoln Collier, the author explains what causes these anxieties, and how to overcome them.

The research question for this paper is: what are possible origins of or influences contributing to anxiety? Anxiety is a disorder where the individual experiences fear greater than what the situation warrants, and is currently the third largest psychiatric disorder in the United States (Schneier, 2003). However, the origins of anxiety is not entirely clear yet, and different schools of thought have formed different theories and explanations for this disorder. Knowing and understanding the possible origins of anxiety can assist in the development of treatments.

Chances are you would react differently to seeing a puppy than you would upon seeing an axe murderer in a cornfield. Perhaps seeing your best friend and seeing your ex would elicit contrasting responses. In discussions concerning reactions, one controversial issue has been what causes response variations. Some psychologists argue that reactions are learned responses that we've been conditioned to utilize. By contrast, others contend that responses are governed by cognitive theory which states that emotions control how we respond. It is my own view that it is a combination of learning and emotion that decide our reactions. An example of this theory is the comparison of my responses to two separate essays on rather similar topics.

Anxiety Disorder is a sudden feeling of qualms, uneasiness, nervousness, and anxiousness. Symptoms vary for each person. In the adolescent years anxiety shines the most. With school work, and social interaction. In our society, many people diagnose themselves with anxiety, because they are nervous, they believe they have an anxiety disorder. In the adolescent years anxiety is there, but usually mild, in today’s society, because studies show that anxiety has increased over the years. The denotation of anxiety is a sudden feeling of sickness, apprehension, paranoia. Eager and anxious are often used incorrectly, using the opposing one as the other. Anxiety means anticipation of an impending event. However, eager implies that the person looks

Overly, the model provides coherent explanation of many kind of information about faces and how they relate to each other. It provides evidence about significant differences in processing of familiar and unfamiliar faces. Nonetheless there are limitations. For instance, there is not enough information about processing unfamiliar faces. Burton et al. (1999)

Temporary anxiety is a healthy response to stress; however, continuous anxiety can threaten an individual’s day-to-day living by eliciting negative responses. In the study, monozygotic 84 (MZ) and 153 dizygotic (DZ) adolescent twins pairs, ages 15 to 20 years, participated in anxiety-provoking tasks and subjective experiences of anxiety were measured using subjective units of distress (SUDS). The twin participants were recruited through the Mid-Atlantic Twin Registry (MATR) at Virginia Commonwealth University. The twins participated in a carbon dioxide (CO2) breathing task and a trier social stress task (TSST). The study aims were to evaluate the relationship between anxiety-provoking tasks and subjective experiences of anxiety in MZ and DZ

In watching the movie As Good as it Gets and reading the article Perceived Function of Worry, it is apparent that struggling with any of the indicated anxiety based disorders in the DSM V are extremely crippling and impair an individual’s ability to function normally in their daily lives. This poses the question of what issues are prevalent in coping with the diagnosis of an anxiety disorder, and what changes could be made to the Diagnostic Statistical Manual in the future to better accommodate the needs of the individuals facing the challenges that correspond with it. In reading the article Perceived Function of Worry, Borkovec presents an interesting concept as he discusses some of the positive effects anxiety and worry could have on an

Anxiety for this particular experiment is measured utilizing the German version of the Test Anxiety Inventory which contains 15 questions to assess the subjects interference, confidence issues, worry and excitement. Half of the subjects were briefed prior to taking the test on how adaptive testing operates; specifically for each correct answer given, the next question will increase in difficulty. Results of the study indicated that individuals who had higher test anxiety prior to the start of the experiment faired poorer than those who had lower anxiety scores. Alternatively, individuals with high anxiety levels who were given a traditional fixed item test faired similarly to their low test anxiety counterparts. One potential limitation of the experiment is that the results did not take into account the potential cause of the anxiety, such as stereotype

An intensity discrimination study searching to find out how many exposures of a stimulus it takes in order for context coding to operate. It was predicted that there would be an increase in the percentage of correct intensity discriminations as the number of trials increased because a roving standard was used which allowed for context coding. Participants were given an intensity discrimination task where two tones of different intensities were presented. Participants were asked to indicate which was louder. Results showed that there was no improvement among any of the 6 trials, thus concluding that context coding did not take place within 6 trials.

Anxiety is termed as a number of complicated negative thoughts such as fear, worryness, and apprehension. Individuals are capable to sense and feel the presence of anxiety in numerous situations connected to their culture and community. In addition, scholars attempted to find out the nature of anxiety from different perspectives. Spielberger and Rickman (1990) read about anxiety, depending on the famous psychologist Sigmund Freud, saying that anxiety is a nasty sensational state that is followed by the worriness and apprehension. However, too many authors have studied anxiety in regard to psychological or personal theory to learning and perceiving (Spielberg, 1966 a).in the beginning of the 1960s, the two ideas which are the state of being anxious and trait, were introduced by the two authors (ahell and scheier 1961) . The features of the anxiety condition are closely