Abstract
Physiological measures of anatomical arousal can offer insight into the learning process independently of pre-post test measures. Some arousal is necessary for learning. Students seem to routinize pattern drills; the question is: what causes the phenomenon, the drill format or the presence or absence of a human interlocutor? Different feedback conditions were rotated to test the effect on arousal of different feedback styles, and the presence of a human interlocutor. Drill format, whether presented by tape or an instructor, resulted in uniformly depressed levels of arousal. Free conversation produces arousal and, one assumes, learning of a different order of magnitude. Implications are drawn for the instruction of intermediate and advanced students.
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