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Recently, many studies on anxiety and psychological stress have been performed by Taylor, Spence and Lazarus, etc. (Taylor, 1958). Since Taylor developed a scale of anxiety named MAS (Manifest Anxiety-Scale) in 1953, the role of anxiety indicated by MAS in learning situation has been relatively clarified. Taylor and Spence (1954) have interpreted the role of anxiety by Hull's D formulation, and considered anxiety as a drive which influences human performances through its multiplicative relation to habit strength. They reported some evidences which indicate a certain positive correlation between the level of anxiety and the rate of eyelid conditioning. On the other hand, Deese and Lazarus (1953), and some other investigators found the negative role of anxiety in verbal learning. The present study was designed to analyze these facts among the experimental results concerning the role of anxiety measured by MAS. Our theoretical basis for the experimental approach was placed on the following hypotheses. Firstly, it is assumed that the gross difference of MAS scores was assumed to reflect the difference of the chronic emotional states, so that the highly anxious group should show higher level of emotionality than less anxious

EXPERIMENTS ON THE RELATIONSHIP BETWEEN ANXIETY AND PSYCHOLOGICAL STRESS IN SERIAL ROTE LEARNING