ABSTRACT
This review of research is limited largely to studies of an interaction between anxiety and treatments that have clear-cut relevance to instruction. Specifically excluded from this review are investigations of anxiety using such experimental tasks as paired associates, digit span, or other essentially laboratory-based research techniques. While studies such as these are clearly important in enlarging our understanding of the various effects of anxiety, a legitimate case can be made (Ausubel, 1968) that meaningful learning in classroom contexts may well follow principles and laws different from those revealed in laboratory-based experimentation since there are many uncontrolled variables in the content learned, the instructional method and the social milieu.
