Arline L. Bronzaft

The Effect of Elevated Train Noise On Reading Ability

Program at the Graduate Center of the City University of New York. His particular interests are environmental stressors in urban living, and he is presently investigating the effects of high-rise dwelling on low-income families.

Test Anxiety and Cheating on College Examinations

To determine the relationship between test anxiety and college cheating, 117 Ss who had completed the Alpert-Haber Achievement Anxiety Test were subsequently asked to grade their own classroom examination papers. Although Ss with low grades were more likely to cheat and to have greater debilitating test anxiety, no relationship between cheating and test anxiety was found.

Sprinkling Psychology Courses With Peace

The field of psychology has paid little attention to the most crucial issue facing our world: the threat of nuclear devastation. We propose that psychology teachers help to promote a more active consideration of psychology and peace/war in the nuclear age by including the topic in their courses. We suggest specific ways to incorporate this issue into psychology courses, with special reference to courses in social psychology and personality.

Academic Primogeniture Revisited

Data obtained from one of the 4-yr. colleges of the City University of New York showed 44.1% firstborns in the 1969 freshman class and 42.4% firstborns in the 1970 freshman class. The present findings were compared with earlier studies which reported 50 to 65% firstborns in college populations. In addition, the percentage of firstborns in all family sizes (omitting only children) was lower than that reported for earlier college samples.

INTERNAL-EXTERNAL SCORES AND SUCCESS ON AN ESP TASK

In an investigation of the relationship between Internal-External locus of control and success on an ESP task, 96 college students were given a shortened version of Rotters I-E Control Scale and a task designed to measure ESP ability. As hypothesized, externals did better than internals on the ESP task.

Test Anxiety, GSR and Academic Achievement.

To determine the relationship between a self-report measure of test anxiety and GSRs recorded during an actual course examination, GSRs were obtained from 57 Ss on two separate occasions; the first involving neutral questions and the second, psychology examination questions. A low-reactive and a high-reactive group were identified on the basis of GSR responses to the neutral questions. During the actual examination situation, the GSRs of the low-reactive group were raised but still remained small in comparison to the GSRs of the high-reactive group. In the low-reactive group, Ss high in test anxiety responded with significantly larger GSRs than Ss low in test anxiety.