Performance on Two Wechsler Subtests as a Function of Instructional Variation and Anxiety Level

This study investigated the effect of instructional variation and test anxiety level, as measured by the Test Anxiety Scale, on the Wechsler Adult Intelligence Scale Block Design and Picture Arrangement performance. Ss were 28 male and 20 female introductory psychology students, and it was hypothesized that experimental instructions clarifying the time element of subtests would improve Ss performance, particularly that of the high-anxious Ss. Ss were selected from the middle third of the range of intelligence scores to control for intelligence. No significant differences were obtained due to instructional variation, anxiety level, or their interaction. It was concluded that the standard instructions to those subtests do not affect performance differently than do the alternative instructions used in this study