Abstract
Abstract The present study explored the relationships between trait and state test anxiety of students, and comprehension and recognition memory for sentences. The results demonstrated that test anxiety effects could be found in comprehension-based recognition memory for sentences under conditions that minimized complex retrieval operations. Comprehension was related to the test anxiety deficit, supporting the hypothesis that anxiety-recognition relations were mediated by anxiety-comprehension and comprehension-recognition relations. However, a partial correlation analysis suggested that this comprehension-deficit hypothesis is not adequate to explain the total deficit. Elaborative processes were suggested as a potential contributor to the findings.
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