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DOCUMENT RESUME ED 027 074 Pc, 001 551 By-Grossman, Bruce D. Anxiety as a Factor in the Childs Responsiveness to Social Reinforcement. Hofstra Univ., Hempstead, N.Y. Pub Date [641 Note- 17p. EDRS Price MF-$0.25 HC-$0.95 Descriptors-*Anxiety, Grade 1, Performance Factors, Reinforcement, Response Mode, Sex Differences, *Social Influences, Social Isolation, *Task Performance Identifiers-General Anxiety Scale for Children It has been observed that following a brief period of isolation, children tend to show a greater increase in responsiveness on a simple motor task than nonisolated children do when verbal reinforcement is given periodically during a task. One explanation is that the social deprivation of the brief isolation heightens the motivation to receive social reinforcement. Another explanation is that the phenomenon is attributable to the generalized motivational properties of the anxiety which the condition of isolation arouses. Forty first-grade children were given a simple motor (marble drop) task after their anxiety level had been measured. After the child became familiar with the task, periodic verbal reinforcement was given as the child performed the task. An analysis of the data showed that response-rate increase over the task period (4 minutes) did not distinguish between high and low anxiety children. It was concluded from the overall findings that anxiety in young children is more likely to obstruct.than facilitate performance on a. simple motor task involving periodic social reinforcement. (WD) U. DEPARTMENT OF HEALTH, EDUCATION WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS REC