The interactive effects of stress and anxiety upon motor learning were examined. 120 Ss (60 high-anxious and 60 low-anxious) were divided into three groups: Control, Stress Early and Stress Late. All groups were given 35 20-sec. trials a day for a period of 2 days on the stabilometer. An electric shock was administered to the two experimental groups early or late in learning. The shock stressor had no effect upon the amount learned in any experimental groups. The results were discussed in relation to drive theory.
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