Abstract
Third- and fourth-grade children, divided into low- and high-test anxious groups, performed on a probability learning task. Reinforcement consisted of either social approval or nonsocial information feedback. Contrary to prediction, choice of the more frequently reinforced stimulus was not affected by anxiety in interaction with type of reinforcement. Affecting this response measure was reinforcement condition, with social exceeding nonsocial reinforcement; and sex of E in interaction with reinforcement condidition, male Es being more effective under social reinforcement than female Es, with no difference between Es as a function of sex under nonsocial reinforcement.
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