Descriptor
| Arousal Patterns | 1 |
| Attention | 1 |
| Cognitive Style | 1 |
| Higher Education | 1 |
| Individual Differences | 1 |
| Learning Processes | 1 |
| Learning Strategies | 1 |
| Paired Associate Learning | 1 |
| Phonetics | 1 |
| Semantics | 1 |
Source
| Contemporary Educational… | 1 |
Author
| Schmeck, Ronald R | 1 |
| Spofford, Mark | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Eysenck Personality Inventory | 1 |
| Inventory of Learning… | 1 |
What Works Clearinghouse Rating
Peer reviewedSchmeck, Ronald R; Spofford, Mark – Contemporary Educational Psychology, 1982
An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…
Descriptors: Arousal Patterns, Attention, Cognitive Style, Higher Education
