The Effects Of Trait Anxiety On Autobiographical Memory

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

There are multiple factors we can attribute Jake’s anxiety to. In this essay we will focus on how Jake’s anxiety disorder would be treated by psychologists of three different perspectives; a behavioral psychologist, a humanistic psychologist, and a cognitive psychologist. While all would likely recognize that his more difficult classes are acting as a stimulus for his anxiety, a behavioral psychologists would emphasize that the stimuli’s role in his anxiety, a cognitive psychologist would focus on how the mind interprets its situation and perspective, and a humanistic psychologist would focus on how Jake’s self-esteem and self-concept is influencing his ability to achieve in his harder classes.

Participants underwent a screening process to ensure eligibility and were then randomly assigned to a treatment, or a control group. Those in the worry exposure group were trained to listen to one worry image at a time for 20-30 minutes and use a 0-100 SUDS scale to measure anxiety. Students placed in the expressive writing group were told to write about their academic worry in detail for 20 minutes per session. Audio-photic stimulation was administered through headphones for 35 minutes at a time, and programmed for worry reduction. The participants continued this for one month before being evaluated again for pathological academic stress.

Half of the participants restudied the terms in a study practice (SP), while the half of participants restudied using retrieval practice (RP). After studying each set of stimuli separately, the SP group restudied the 60 stimuli, while the RP group recalled the words in any order. Both groups then were distracted for period of time, and then restudied and recalled all 60 stimuli again. After 24 hours 30 SP participants and 30 RP participants underwent stress induction while the other half of participants remained unstressed. Participants were given Test 1, recalling words or images, after 5 minutes of stress induction to examine the effect of immediate stress on memory. After 20 more minutes passed, participants were then given Test 2, recalling words or images not on Test 1. The second test was used examine the effect of delayed stress on memory.

To experience any form of anxiety, such as interviews, a drive in traffic, or even a first date is a natural- human experience. For instance, one begins to undergo a feeling of failure regarding specific class. Nevertheless, sometimes, the emotion, keeps us motivated and school work-orientated. Yet, now and then, anxiety can take a hold on one when intense fear and distress becomes too overwhelming; it can prevent one from doing everyday thing. As a result, anxiety disorder can be the cause (B. T. Anxiety Disorders, 2016). According to National Alliance of Mental Illness, known as NAMI (2016), anxiety disorders are a common mental health concern in the United States. Roughly, forty million adults in the United States, and eight percent of children and teenagers face some sort of a negative impact of an anxiety disorder. Consequently, people develop symptoms of anxiety disorder before the age twenty-one.

In turn, therapists could have difficulty assisting their clients with problem solving if they are avoiding fearful situations. For example, the content of an individual’s worry often jumps from topic to topic, without resolution of any one concern. Although worriers appear to lack confidence in their ability to solve problems, they do not necessarily demonstrate deficits in problem-solving ability. Due to the uncontrollable nature of worry and its tendency to suppress emotional processing, worriers may experience heightened negative affect as well as subsequent cognitive

Available research points out the fact that evidence based assessment methods are as important and evidence based treatment methods (Therrien & Hunsley 2012, p. 1). The research that I reviewed identified a variety of evidence based anxiety assessment tools. The two most commonly identified throughout the literature were the Beck Anxiety Inventory (BAI), (Brandeis, 2016) (see Appendix B) and the Penn State Worry Questionnaire (PSWQ), (Davis et al., 2016, p. 20). The BAI consists of twenty-one items describing anxiety symptoms and is utilized by the respondent’s self-reported responses to how much they were bothered by the symptoms in the previous week (Gillis et al., 1995: Palmer et al., 2016). The PSWQ is a sixteen item tool that measures concerns associated with anxiety (Fergus 2013; Gillis et al., 1995). Both tools have been

triggers item-specific processing. Encoding under such conditions inhibits automatic and unconscious spreading activation to related associates reducing the activation of the critical lure. In comparison, positive affect triggers relational processing, which negative false memory production

Affect influences many areas of cognition and has a large impact on memory (Robinson, Watkins, & Harmon-Jones, 2013; Packard, Cahill, & McGaugh, 1994). It has been shown that extreme emotional stress can impair memory, while moderate levels of emotional stress can improve learning and memory (Packard et al., 1994). In humans, emotional content is remembered better than non-emotional content and is richer in details (Choi, Kensinger, & Rajaram, 2013). However, it is not totally clear how emotion influences false memories. Past research has examined the effect of emotion on false memories and has reported mixed findings where emotional intensity has increased and decreased false memory (Choi et al., 2013). Storbeck and Clore (2005) found definite results showing that negative emotional affect reduces false memories in adults. The goal of this research is to investigate how positive and negative affective states influence false memory in children and the effect of emotional regulation strategies on memory formation.

79% of the participants were females and 21% were males. The four groups were spontaneously recovered memory group, recovered in therapy group, the continuous memory group, and the controlled group. Subjects in the spontaneously recovered memory group said they had forgotten memories of childhood sexual abuse and then naturally recalled them outside of therapy. Those in the therapy recovered group said they recovered memories of childhood sexual abuse after therapy and by therapeutic techniques. Subjects in continuous memory group reported childhood sexual abuse and never forgot it. Those in the control group reported no history of abuse. Subjects within the groups were tested on false memory task and the FIA paradigm. In each of the ten trials of the false memory tasks, subjects studied a list of 15 words that were associated to a word not shown in the list. For example, bed, rest, and awake would be a part of the 15-word list that are related to sleep, the word that is not presented. In most cases, the subjects falsely recalled and recognized sleep as having been presented. To study previous knowledge of the subjects, the experimenters used a laboratory analogue that required the participants to recall information in qualitatively different ways. They studied a list of homographic words, followed by a context word. In test one, subjects were given a subset of a list with some of the letters in the target words cued with the same context word. In test two, subjects were asked whether they had recalled the given word in test one, which they often failed to recall. The procedure was different for each test. For the DRM test, participants would see lists of words on a screen and after viewing the words, they were asked to write the words down. The words stayed on the screen for three seconds and were then given two and a half minutes

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

The Beck Anxiety Inventory is a 21-item scale that measures the severity of self-reported anxiety in adults and adolescents. The inventory was created by Aaron T. Beck and his colleague, Robert A. Steer, at the Center for Cognitive Therapy, University of Pennsylvania School of Medicine, Department of Psychiatry. The most recent edition was published in 1993 by The Psychological Corporation, Harcourt Brace & Company in San Antonio, TX. The first edition was published in 1988. The 1993 edition recommends different scoring guidelines than previous editions. There is only one form and one manual as part of the Beck Anxiety Inventory (BAI). To purchase the BAI in 2010, the manual and 25 scoring sheets

Also the retest-reliability of the Interaction Anxiousness Scale (IAS; Leary, 1983) is .80. “The correlation coefficient of the IAS and Social Avoidance and Distress Scale (SAD; Peng et al., 2004) is 0.66, whereas it is 0.29 for the Self-rating Anxiety Scale.” Although the IAS was very valid, it did not cover all factors of social anxiety of the Tibetan, Han, and Muslim college students in Qinghai Province. Another limitation was the stratified random sampling that they used in their study. Representations of this study are unclear because of this method of sampling is random and simple. This sampling method should be paired with other sampling methods to make this study more effective and representations more clear. A further limitation was time and capacity therefore limiting the researchers. They did not consider situational factors effect anxiety in their studies on the students. Furthermore they only studied students of Tibetan, Han, and Muslim ethnicity so the result may not be generalized to other

The two main emotional factors that influence memory and forgetting are flashbulb and repression. A flashbulb memory is a memory that has a high emotional significance they are accurate and long lasting. It is almost a photographic memory of a particularly emotional event that is imprinted on your mind. For example an event such as September the 11th, people can remember things such as how they heard it happened, what clothes they were wearing and who they were with very clearly. This is because it was such a sudden emotional impact when they heard it that it got imprinted in their memory. Repression is an emotional factor in forgetting. It is that we forget because we have great anxiety about certain memories. This is because certain

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