CastanedaA.Effects of stress on complex learning and performance. Journal of Experimental Psychology, 1956, 52, 9–12.
2.
JohnsonG. O.Special education for the mentally-handicapped—a paradox. Exceptional Children, 1962, 29, 62–69.
3.
LazarusR. S., DeeseJ., and OslerS. F.The effects of psychological stress upon performance. Psychological Bulletin, 1952, 49, 293–317.
4.
LipmanR. S., and GriffithB. C.Effects of anxiety level on concept formation: a test of drive theory. American Journal of Mental Deficiency, 1960, 65, 342–348.
5.
MontagueE. K.The role of anxiety in serial rote learning. Journal of Experimental Psychology, 1953, 45, 91–96.
6.
PalermoD. S., CastanedaA., and McCandlessB. R.The relationship of anxiety in children to performance in a complex learning task. Child Development, 1956, 27, 379–382.
7.
SteigmanM. J., and StevensonH. W.The effect of pretraining reinforcement schedules on children's learning. Child Development, 1960, 31, 53–58.
8.
SteigmanM. J.Motivational level, task complexity, and learning in the mentally retarded: an hypothesis. Exceptional Children, 1962, 29, 70–72.
9.
Taylor, JanetA., and SpenceK. W.The relationship of anxiety level to performance in serial learning, Journal of Experimental Psychology, 1952, 44, 61–64.
10.
Taylor, JanetA.Drive theory and manifest anxiety. Psychological Bulletin, 1956, 53, 303–318.
