Waid L R, Kanoy R C, Blick K A, Walker W E
J Psychol. 1978 Jan;98(1st Half):27-36. doi: 10.1080/00223980.1978.9915942.
The effects of state-trait anxiety and distribution of practice on reading comprehension were studied in male and female undergraduates of average aptitude. In Experiment 1 no significant differences were found on an 8-item test between 18 high and 18 low A-trait students who studied a reading passage with a 5-sec or 2-min intertrial interval. Experiment 2 employed a total of 60 students, a state-trait measure of anxiety, a 36-item test, ego-involving instructions, and 5-sec or 2-min intertrial intervals. The following significant (p less than .05) results were found: (a) high A-trait students responded to the ego-involving instructions with greater elevations in A-state; (b) low A-trait students demonstrated superior reading comprehension; (c) a low level of A-state immediately prior to the comprehension test produced a higher test score; (d) the A-state level of high A-trait students was reduced with the 2-min intertrial interval. Collectively, the results supported a trait-state conceptualization of anxiety.
对资质中等的男女大学生，研究了状态-特质焦虑及练习分布对阅读理解的影响。在实验1中，18名高特质焦虑学生和18名低特质焦虑学生学习一篇阅读文章，组内间隔为5秒或2分钟，在一项8题测试中未发现显著差异。实验2共招募了60名学生，采用焦虑的状态-特质测量方法、一项36题测试、自我卷入指导语以及5秒或2分钟的组内间隔。得到了以下显著（p小于0.05）结果：（a）高特质焦虑学生对自我卷入指导语的反应是状态焦虑水平有更大幅度的升高；（b）低特质焦虑学生表现出更好的阅读理解能力；（c）在阅读理解测试前状态焦虑水平较低会产生更高的测试分数；（d）高特质焦虑学生的状态焦虑水平在2分钟组内间隔时有所降低。总体而言，这些结果支持了焦虑的特质-状态概念化。
