Anxiety and cueing in a visual concept learning task

This study investigated the relationship of two anxiety measures to performance on a visual concept acquisition task. Criterial information was embedded at two levels for the noncued treatment group and made salient by color cues for the cued treatment group. Two-way analyses of variance were used and indicated a significant interaction between cueing treatment andState-Trait Anxiety Inventory (stai) anxiety scores for the heavily embedded figures. Further research is suggested utilizing different populations and cueing techniques. The addition of cues is suggested for deeply embedded criterial information for use with high-anxiety students.