Symptom and dynamic cues in the implosive treatment of test anxiety
Date of Original Version
Divided 61 test-anxious college males, matched for IQ and level of test anxiety, into 5 treatment groups: (a) a symptom group given implosive therapy based on cues related symptomatically to test anxiety, (b) a dynamic group imploded with cues based on the assumed dynamics of test anxiety, (c) a general anxiety group imploded with a set of general anxiety cues assumed minimally related to test anxiety, (d) a placebo group which imagined scenes based on neutral cues, and (e) a no-treatment group. Following 3 sessions of treatment presented via tape recorders, Groups a and b improved significantly on Wonderlic intelligence scores, GPA, and reported level of anxiety on final exams, but not on the Alpert-Haber Test Anxiety Scale. Group c reported significant decreases in general anxiety as measured by Wolpe's Fear Inventory. Results support a general learning theory consonant with implosive therapy that conceives of test anxiety as being a combination of anxiety attached to both symptom and dynamic cues, and indicate that implosive therapy can be a rapid means of reducing test anxiety. (20 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1971 American Psychological Association.
Publication Title, e.g., Journal
Journal of Abnormal Psychology
Prochaska, James O.. "Symptom and dynamic cues in the implosive treatment of test anxiety." Journal of Abnormal Psychology 77, 2 (1971): 133-142. doi: 10.1037/h0030738.