Abstract:
Twenty-eight grade four students were ca.tegorized as
either high or low anxious subjects as per Gillis' Child
Anxiety Scale (a self-report general measure). In determining
impulsivity in their response tendencies, via Kagan's Ma.tching
Familiar Figures Test, a significant difference between the
two groups was not found to exist. Training procedures
(verbal labelling plus rehearsal strategies) were introduced
in modification of their learning behaviour on a visual
sequential memory task. Significantly more reflective memory
recall behaviour was noted by both groups as a result.
Furthermore, transfer of the reflective quality of this
learning strategy produced significantly less impulsive
response behaviour for high and low anxious subjects with
respect to response latency and for low anxious subjects with
respect to response accuracy.
