BABAKHANYAN ARTHUR.Task Performance and Social Anxiety.

Running head: ANXITEY & PERFORMANCE 1
Effect of Social Anxiety towards Task Performance in Math and Reading Comprehension Tests
Arthur Babakhanyan
California State University, Sacramento
Author Note
Kevin Xiong, California State University, Sacramento

ANXITEY & PERFORMANCE 2
Abstract
The intention of this study is to understand further the relationship between social anxiety
towards task performance, with potential predictors including age, gender, GPA, religion,
ethnicity, marital status, annual income, and parents’ education. Between-subjects analysis of
variance (ANOVA) was conducted to account for any main effect towards the dependent
variable from the potential predictors, gender and math performance had a significant main
effect. To analyze further a Pearson Correlation was considered between several covariates, with
a fallow up of a simple regression analysis on math score and several variables. Limitations and
possible extensions are also discussed.
Keywords: Social Anxiety, Social Interaction Anxiety Scale (SIAS), Task Performance

Effect of Social Anxiety towards Task Performance in Math and Reading Comprehension Tests
Experiencing occasional anxiety is signified as a normal part of life. Certain people
experience many types of anxiety; one particular is social anxiety in which people become
anxious and afraid to do common things in front of others. Social anxiety can have the tendency
to impair performance in daily tasks. Much research has been devoted to the association between
anxiety and cognitive performance; it has repeatedly been found that anxiety impairs
performance, particularly when the task being performed is complex and attention demanding
(Derakshan et al. 2009). By understanding the cause and whereabouts of social anxiety one can
control their stress in anxious moments. For example, Barnard et al. 2009 stated that highly
anxious participants performed significantly more poorly on a digit-span test than low-anxious
individuals, with it being interpreted as evidence that high-anxious individuals had less spare-
processing capacity. Given these demonstrations of negative outcomes of task performance in
social anxious individuals, it makes sense to predict that socially anxious individuals should
show biases toward the negativity in their recollection of social events (Edwards et al. 2003).
Studies have tried to understand further the relationship between anxiety and
performance abilities towards test taking, one particular study by Morris, Davis, & Hutchings,
(1981) found evidence that test anxiety consists of two major components; worry and
emotionality, they stated that adverse effects of anxiety on task performance are largely due to
the worry component (Morris et al., 1981). The results indicate that lack of performance resulted
from worry and emotional processing during test taking. In contrast Cassady & Johnson, (2001)
suggested that worry is the primary performance predictor. Other research findings indicated by
Hopko et al. (2005), found that math anxiety and somatic anxiety accounted for the most
variance in anxiety ratings.

Earlier research indicated that performance level was influenced by ones anxiety towards
taking a test. Such findings that supported the hypothesis from Sarason & Stoop (1978) found
that high-test anxious subjects performed at significantly lower levels than did low and middle
scorers when emphasis was placed on the evolutional implications of performance. This finding
indicates that the higher the individuals level of anxiety impacts their performance significantly,
moreover less or no effect at low levels of anxiety.
Other findings predicted that certain variables such as gender played a key role in task
performance, Cassady & Johnson (2001) indicated in their research that one reason for the
gender differences in test anxiety is that males and females experience similar levels of test
worry, however females have higher levels of the emotionality factors, which produces higher
level of test anxiety scores, in correlation to other studies Rajchert et al.(2014), found that
females were higher on trait-anxiety of having the feeling of being threatened on the other hand
males indicated state-anxiety which caused unpleasant feelings when confronted with a situation.
Not only gender, also class range of wealthy influenced individual performance had an impact on
their success, such claim argued that middle class adolescent appeared to be strongly motivated
for successful performance (Sperber, 1961). This claim illustrates that individuals with wealth
become more motivated to continue on their successful path of performance seeking.
Other lines of research have examined how factors, such as, high level of anxiety
contribute to brain functioning. A neurological study conducted by Tuscan et al. (2012) in
exploring the frontal asymmetry of the brain found that high anxiety group participants showed a
greater increase in cerebrovascular responses in the right hemisphere of the brain than the left
hemisphere compared to those in the low anxiety groups. This finding illustrates a difference in

brain functioning during conditions of high vs. low anxiety levels with emphasize on the amount
of blood flow contributing to the brain at the time of conditioning.
It is highly indicated from the previous findings that individuals with high levels of social
anxiety tend to perform less well under conditions of evaluative stress, than those with low level
of social anxiety, though research indicates that the relationship between anxiety and
performance is quite complex (Morris et al., 1981). While comparing individuals’ social anxiety
and their task performance level, with other predictors such as age, gender, GPA, etc., the
questions can become more relevant. The importance of the present study was to further the
understanding of the whereabouts of Anxiety towards how individuals would perform in a
Mathematical and a Reading Comprehension Performance Task. The hypothesis of the present
study is that individual’s with high level of anxiety will show lower level of accomplishments in
test scores. A second hypothesis of the purpose study is that individuals with low level of anxiety
will demonstrate a higher level of accomplishments in test scores.
Methods
Participants
Sixty four undergraduate students from a major California State University participated
in this research. The participants were comprised of 25 (39.1%) male participants and 29
(60.9%) female participants, ages ranged from 18 to 51 (M = 21.42, SD = 4.70). The ethnic
compositions of the sample were 39.1% Hispanic (n = 25), 31.1% White/ Non-Hispanic (n = 20),
25.0% Asian-Americans or Pacific Islander (n = 16), 3.1% Middle-Eastern (n = 2), and 1.6%
African-American (n = 1).
Materials

Students were given a 58 questionnaire packet in the math testing group and a 68
questionnaire packet in the reading comprehension testing group. Packets consisted of: the 20
questionnaire Social Interaction Anxiety Scale (SIAS) developed by Mattick & Clarke (1989);
the SIAS is a 5-point likert scale survey (0 not at all true of me and 4 being extremely true of me)
(see Appendix A). The second part of the packet either the math test or the reading
comprehension test; the math test involved; Pre-Algebra, Algebra 1, and Algebra 2 questions
taken from the California Standardized Test, which consists of 30 questions that was taken from
the California standardized math tests (see Appendix B). The Reading Comprehension test
consists of identifying vocabulary words and related words, which were briefly extracted from
the 501 Reading Comprehension Questions — 4th edition, with a total number of 40 questions
(see Appendix C). The final portion of the packet a demographics questionnaire consisting of 8
questions on the participants’ gender, age, religious affiliation, ethnicity, GPA, marital status,
household annual income, and parents’ education level (see Appendix D).
Procedure
Participants were randomly assigned to a task, in which each participant was either given
a math or reading comprehension test. When the participants entered the research room and were
seated, the researcher than distributed consent forms, in which the participants were than
instructed to read the consent form to themselves as the researchers reads it aloud, followed by
directions to sign the forms after they read the consent form. After signing the consent form, the
forms were collected and placed together in a separate envelop to ensure that they cannot be
traced back to the research materials of particular participants.
Participants were then instructed to read the instructions at the top of each section of the
packet that has been administered to them prior beginning the task, and reading the end notes on

each section after completion to direct them to wait quietly as others complete the section and
not continue on to the next sections of the packet. Packets will consist of: the Social Interaction
Anxiety Scale (Mattick et al., 1989), a math or reading comprehension test, and a standard
demographic questionnaire in that respective order. Participants first took the Social Interaction
Anxiety Scale (SIAS) developed by Mattick & Clarke (1989). After the SIAS is completed by all
participants, the math or comprehension test was administered to the participants depending on
which group the participants were randomized into. At the start of the test, participants were
informed that they have 10 minutes to complete as many questions as they can, with a 2 minute
warning mark given by the researcher before the time has ended. Upon all participants
completing the test, participants were then told to turn to the final portion of their packet to
complete a demographics questionnaire and after they have completed the demographics
questionnaire, they should turn their packet over and be seated quietly till each participant has
completed the demographics questionnaire.
Results
Data Coding
Prior to obtaining the results, the independent variable Anxiety was operationally defined
as a median split of scores from the SIAS with those participants scoring at the median (22.5) or
higher being placed in the high Anxiety group and those scoring below the median being placed
in the low anxiety group. The dependent variable was defined as the completion of the
participant’s task performance in math or reading comprehension correctness on the test. Gender
was re-coded as 1 as males, 0 as females, GPA was re-coded GPANew with range of 4.0 and
higher to 4, (3.0-3.9) to 3, (2.9-2.0) to 2, and 1.9 and lower to 1, inconsistent to other

demographic questions; religion, ethnicity, marital status, annual income, and parents education
were re-coded as numeric values.
Relationship between SIAS and gender towards task performance
The number of correct math problems and reading comprehension questions were entered
as dependent variable into a 2 (task performance math vs. reading comprehension) x 2 (SIAS:
high vs. low & gender) between-subjects analysis of variance (ANOVA). Math performance
indicated a significant main effect towards gender, F(1, 27) = 4.83, p < .05, although the main
effect of SIAS was not significant, F(1, 27) = .87, p > .05. The significance of gender towards
math performance indicated that males (M = 12.46, SD = 2.96) had higher scores than females
(M = 9.78, SD = 3.14) (see Table 1).
In addition, a second ANOVA towards reading comprehension indicated that the
interaction between SIAS and task performance in reading comprehension was not significant,
F(1, 25) = .67, p > .05. Inconsistent to reading comprehension performance, the interaction
towards gender was also not significant: F(1, 25) = .14, p > .05 (see Table 2).
Pearson Correlation
The descriptive statistics of age, GPA, SIAS, math score, and reading score, are illustrated
in Table 3.To understand the relationship between several coefficients, a Pearson correlation was
considered between participants’ age, gender, GPA, religion, ethnicity, annual income, marital
status, math score, reading score, SIAS score, and parents’ education. The results indicated that
gender was significantly associated towards math score, r = .38, p < .05, and to GPA, r = -.27, p
< .05. In addition, parents education, math correct, reading correct, Ethnicity, and age, were also
interrelated with each other (see Table 4).
Standard Multiple RegressionAnalysis

To predict math score, a Standard Multiple Regression Analysis was conducted towards
the independent variables gender and parents education. The regression model, which predicted
35% of the variance in math score, was significant, F(2, 30) = 8.02, p < .01 (see Table 5). The
regression equation for gender was Y’ = 12.97 + 2.37X. The regression equation for parents’
education was Y’ = 12.97 + (- .54) X.
Discussion
The present study investigated whether Social anxiety and gender influenced task
performance in math and reading comprehension tests. Several demographic variables were
included in the analysis as related predictors towards the research question. Several missing data
was reported in the data, missing data were from the SIAS and demographic questionnaire.
The first results from a 2 x 2 ANOVA indicated that gender had a main significant effect
towards task performance in math, looking closer towards gender; males indicated a higher level
in math score than did females. The results supported a similar finding form Cassady & Johnson
(2001), which they indicated that females produce higher level of test anxiety scores, which in
result generate low levels of test scores. Although there was no significant main effect found
from SIAS towards task performance in math. Additional results from another 2 x 2 ANOVA on
reading comprehension indicated no significant main effect on gender towards task performance
in reading comprehension and no significant main effect from SIAS towards reading
comprehension.
Furthering the analysis a Pearson correlation indicated that several variables interacted
among one another. In predicting math score towards the two variables gender and parents
education, a simple linear regression analysis predicted a significant main effect. Inconsistent to
the main effect the regression model, predicted 35% of the variance in math score.

The hypothesis predicted that individuals with high level of anxiety will show lower level
of accomplishments in test scores. A second hypothesis predicted that individuals with low level
of anxiety will demonstrate a higher level of accomplishments in test scores. Consistent with
previous research by Sperber (1961), indicated that in complex tasks, individuals performed
better in low anxiety levels than high anxiety levels. Findings from the present study indicated no
main effect towards task performance and social anxiety; although a significant main effect was
found in gender towards task performance in math. In result, parents’ education and ethnicity
also had a significant interaction towards math performance as well.
One of the limitations of the study was that there was a deficient gender to gender ratio;
the majority of participants were females, showing that males were probably under-represented
in this study. Other limitations consisted on students’ prior time of taking a math or reading
comprehension course, in which it will reflect knowledge towards the topic of questions asked.
Also a limitation towards reading comprehension test was found to be a non-standardized exam.
Finally by splitting the SIAS (High anxiety vs. Low anxiety) score at the median is equivalent to
assigning all observations below the median to have the same score (Low anxiety) and all
observations above the median to have another score (High anxiety), the procedure limits the
observation of measuring individual levels, and instead it measures two separate wholes, in
steering away from this procedure a greater sample size is needed.
Future researchers should attempt to cover a broader range of sample populations, instead
of focusing on one individual campus. One other attempt to better the research in the future is to
increase the number of participants in the sample. Other final approach’s towards strengthening
the research is to incorporate survey questionnaires that specifically relate to task performance in

test taking. And introduce equal standardized tests from both versions of reading comprehension
and math.

References
Barnard, K. E., Broman-Fulks, J. J., Michael, K. D., Webb, R. M., & Zawilinski, L. L. (2011).
The effects of physiological arousal on cognitive and psychomotor performance among
individuals with high and low anxiety sensitivity. Anxiety, Stress & Coping: An
International Journal, 24(2), 201-216. doi:10.1080/10615806.2010.494328
California Department of Education. (n.d.). Mathematics Standardized Test. Grade 7
Mathematics, Algebra 1, and Algebra 2 Tests. Retrieved from:
http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp
Cassady J. C., & Johnson E. R., (2001). Cognitive Test Anxiety and Academic Performance.
Contemporary Educational Psychology, doi:10.1006/ceps.2001.1094.
Derakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive
performance: New developments from attentional control theory. European Psychologist,
14(2), 168-176. doi:10.1027/1016-9040.14.2.168
Edwards, S. L., Rapee, R. M., & Franklin, J. (2003). Postevent rumination and recall bias for a
social performance event in high and low socially anxious individuals. Cognitive Therapy
and Research, 27(6), 603-617.
Flaglerschools.com (n.d.). 501 reading comprehension questions. — 4th ed. Library of Congress
Cataliging-in-Publication Data, Retrieved from:
http://flaglerschools.com/sites/default/files/501readingcomprehensionquestions4thedition
.pdf
Hopko, D. R., Hunt, M. K., & Armento, M. A. (2005). Attentional task aptitude and performance
anxiety. International Journal of Stress Management, 12(4), 389-408. doi:10.1037/1072-
5245.12.4.389

Mattick, R. P., & Clarke, J. C. (1989). Development and validation of measures of social phobia
scrutiny fear and social interaction anxiety. Unpublished manuscript.
Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of
anxiety: Literature review and a revised worry–emotionality scale. Journal of
Educational Psychology, 73(4), 541-555. doi:10.1037/0022-0663.73.4.541
Rajcher M. J., Zultak T., & Smulczyk M., (2014). Predicting reading literacy and its
improvement in the Polish national extension of the PISA study: The role of intelligence,
trait- and state-anxiety, socio-economic status and school-type. Institute of Philosophy
and Sociology, Polish Academy of Sciences.
Sarason, I. G., & Stoops, R. (1978). Test anxiety and the passage of time. Journal of Consulting
And Clinical Psychology, 46(1), 102-109. doi:10.1037/0022-006X.46.1.102
Sperber, Z. (1961). Test anxiety and performance under stress. Journal of Consulting
Psychology, 25(3), 226-233. doi:10.1037/h0038320
Tuscan L., Herbert D. J., Forman M. E., Juarascio S. A., Izzetoglu M., & Schutheis M., (2013).
Exploring frontal asymmetry using functional near-infrared spectroscopy: a preliminary
study of the effects of social anxiety during interaction and performance tasks. Brain
Imaging and Behavior, DOI 10.1007/s11682-012-9206-z.

Table 1
Task Performance in Math towards Gender (N = 33)
Gender (Male) Gender (Female) Total
SIAS (Low) 13.63 (2.93) 9.17 (2.71) 11.71
SIAS (High) 10.60 (2.07) 10.08 (3.40) 10.24
Total 12.46 9.78 10.90
Note. The numbers in parentheses indicate standard deviations.

Table 2
Task Performance in Reading Comprehension towards Gender (N = 31)
Gender (Male) Gender (Female) Total
SIAS (Low) 28.00 (7.85) 27.10 (9.96) 27.44
SIAS (High) 25.75 (4.65) 24.33 (5.32) 24.77
Total 27.10 25.79 26.24
Note. The numbers in parentheses indicate standard deviations.

Table 3
Descriptive Statistics
N Minimum Maximum M SD
Age 64 18 51 21.42 4.70
SIAS 60 7 60 26.07 10.84
GPA 63 1 4 2.83 .93
Reading Correct 31 9 39 26.26 7.25
Math Correct 33 3 17 10.97 3.23
Note: GPA was coded as 1 = 2.0 – 2.49, 2 = 2.50 – 2.99, 3 = 3.00 – 3.49, 4 = 3.49 – 3.99.

Table 4
Pearson Correlation on Predicting Variables and Performance (N = 64).
Age
Gender
MathCorrect
ReadingCorrect
Religion
Ethnicity
MaritalStatus
Annualincome
Parentseducation
GPA
SIASscore
Age
Gender -.21
MathC .01 .38*
ReadingC .30 .08
Religion .01 -.25 -.13 -.16
Ethnicity .19 -.17 .30 .48** -.08
MaritalS -.73** .05 -.29 .02 .02
AnnualI -.22 .16 .09 -.04 -.06 .14 .14
ParentsE -.11 -.01 -.46** -.24 -.06 -.19 .04 -.03
GPA -.14 -.27* -.09 .09 -.06 .08 -.01 -.08 -.26*
SIAS score -.10 -.12 -.18 -.11 -.16 -.17 .03 -.25 .05 .03
Note: ***p < .001, **p < .01, *p < .05, SIAS score = Social Interacton Anxiety Scale score,
ParentsE = Parents education, MathC = Math correct, ReadingC = Reading correct, AnnualI =
Annual income, and MaritalS = Marital status.

Table 5
Standard Linear Multiple Regression Predicting Math Correct Score (N = 32).
Variables B SE B β
R2 = .35, F(2, 30) = 8.02, p < .01
Gender 2.37 .96 .37*
Parents Education -.54 .18 -.45**
**p < .01. *p < .05

Appendix A
Social Interaction Anxiety Scale
Instructions
In this section, for each item, please circle the number to indicate the degree to which you feel
the statement is characteristic or true for you. The rating scale is as follows:
0 = Not at all characteristic or true of me.
1 = Slightly characteristic or true of me.
2 = Moderately characteristic or true of me.
3 = Very characteristic or true of me.
4 = Extremely characteristic or true of me
Characteristic Not at all Slightly Moderately Very Extremely
01. I get nervous if I have to
speak with someone in
authority (teacher, boss).
0 1 2 3 4
02. I have difficulty making
eye contact with others.
0 1 2 3 4
03. I become tense if I have to
talk about myself or my
feelings.
0 1 2 3 4
04. I find it difficult to mix
comfortably with the
people I work with.
0 1 2 3 4
05. I find it easy to make
friends my own age.
0 1 2 3 4
06. I tense up if I meet an
acquaintance in the street.
0 1 2 3 4
07. When mixing socially, I
am uncomfortable.
0 1 2 3 4
08. I feel tense when I am
alone with just one person.
0 1 2 3 4
09. I am at ease meeting
people at parties, etc.
0 1 2 3 4
10. I have difficulty talking
with other people.
0 1 2 3 4
11. I find it easy to think of
things to talk about.
0 1 2 3 4
12. I worry about expressing
myself in case I appear
awkward.
0 1 2 3 4

13. I find it difficult to disagree
with another’s point of
view.
0 1 2 3 4
14. I have difficulty talking to
attractive persons of the
opposite sex.
0 1 2 3 4
15. I find myself worrying that
I won’t know what to say
in social situations.
0 1 2 3 4
16. I am nervous mixing with
people I don’t know well.
0 1 2 3 4
17. I feel I’ll say something
embarrassing when talking.
0 1 2 3 4
18. When mixing in a group, I
find myself worrying I will
be ignored.
0 1 2 3 4
19. I am tense mixing in a
group.
0 1 2 3 4
20. I am unsure whether to
greet someone I know only
slightly.
0 1 2 3 4

Appendix B
Mathematics Test
Directions:Each of the questionsbelowisfollowedbyfour suggestedanswers.In each case, selectthe
one that is the bestof the choicesofferedandthen circle the answerer.
**Computation and scratch work may be done in this examinationpacket.
***You have 10 minutesto complete the exam; notificationwill be givenwhen 2 minutesremain.

Appendix C
Reading Comprehension Test
Directions: Read the following sentences and try to choose the best definition for the underlined
word by searching for context clues in the sentence. Circle your best answer.
***You have 10 minutes to complete the exam; notification will be given when 2 minutes
remain.
1. The designer window treatments in her house, installed 17 years ago, were outmoded.
a. unnecessary
b. pointless
c. out-of-date
d. worthless
2. The spies conducted a covert operation.
a. dangerous
b. foreign
c. hidden
d. illegal
3. The baseball player’s malice toward the referee was revealed in his spiteful remarks to the
media, which almost ruined the referee’s career.
a. vindictive
b. crazy
c. rude
d. unpleasant

4. Although Zachary is much too inexperienced for the managerial position, he is a willful
young man and obdurately refuses to withdraw his application.
a. foolishly
b. reluctantly
c. constantly
d. stubbornly
5. His neighbor’s superficial remarks trivialized the property line dispute and infuriated
Malcolm.
a. enraged
b. petty
c. insulting
d. misleading
6. She showed a blatant disregard for the rules.
a. obvious
b. hidden
c. last-minute
d. rebellious
7. Her fashion sense was usually described as flamboyant, but on the night of the party, Tanya’s
outfit was uncharacteristically modest.
a. impeccable
b. showy
c. sloppy
d. unassuming

8. Mr. Powers was so gullible that he believed even the most outlandish excuses of his insincere
employees.
a. intelligent
b. naïve
c. dishonest
d. critical
9. You cannot become a certified teacher without completing the prerequisite student-teaching
assignment.
a. required
b. optional
c. preferred
d. advisable
10. Charles, aware of his susceptibility to gum disease, is diligent about flossing.
a. uncomfortable
b. excited
c. thorough
d. ambivalent
11. Even though she’d read her supervisor’s memo four or five times, she still found his
rambling message ambiguous.
a. profound
b. inspiring
c. ridiculous
d. unclear

12. Excited about winning the award, Marcia walked up to the podium and delivered an
animated acceptance speech.
a. abbreviated
b. courteous
c. reserved
d. lively
13. The intermittent rain soaked the garden many different times during the day.
a. protracted
b. periodic
c. incredulous
d. light
14. I got a vicarious thrill watching you on the diving board.
a. shared
b. unpleasant
c. adventurous
d. evil
15. After several small brushfires at the campground, officials felt the need to augment the rules
pertaining to campfires.
a. criticize
b. retract
c. consider
d. expand

16. As soon as the details of the election were released to the media, the newspaper was
inundated with calls—far too many to be handled effectively.
a. provided
b. bothered
c. rewarded
d. flooded
17. The doctor got to the crux of the issue.
a. outline
b. opposite
c. crucial point
d. unhealthy
18. When people heard that timid Bob had taken up skydiving, they were incredulous.
a. fearful
b. outraged
c. convinced
d. disbelieving
19. The technical department enthusiastically hired Ms. Long because she was proficient in the
use of computers.
a. sincere
b. adequate
c. competent
d. skilled

20. Even under tremendous public pressure, the planning committee would not commit itself
wholeheartedly to the proposal and gave only tentative approval to the waterfront
development plan.
a. provisional
b. ambiguous
c. unnecessary
d. total
(Please continue on to the next page for the second part of the test)

The dictionary defines an analogy as a “similarity in some respects between things that are
otherwise dissimilar.” In each of the questions contained in this section, you will find a pair of
related words. These words are separated by a colon, like this:
fish : scales
Read that to your-self as if the colon were the words “is to”—“fish is to scales.” Then, as you
read through the possible answers, add “as” to the beginning of each answer—“fish is to scales
as horse is to barn,” and so forth. Look at those words and try to figure out how they are
connected to one another. For example, what is the connection between the words fish and
scales? Obviously, a fish is covered with scales; now think of two other words that share a
similar relationship. A good example of this would be bird and feathers. The similarity between
these two unrelated pairs of words is an analogy. The best way to approach an analogy question
is to make up a sentence that describes the relationship between the first two words and find
another pair in the choices that would fit into that same sentence. A fish is covered with scales,
as a bird is covered with feathers.
See how many of the following questions you can answer correctly
1. BUTTER : BREAD
a. jam : jelly
b. paint : wood
c. toast : jelly
d. head : foot
e. yellow : blue

2. SHELF : BOOKCASE
a. arm : leg
b. stage : curtain
c. bench : chair
d. key : piano
e. lamp : bulb
3. FISH : SCHOOL
a. wolf : pack
b. tiger : jungle
c. herd : peacock
d. raven : school
e. dog : collie
4. SCALE : WEIGHT
a. yardstick : length
b. width : depth
c. length : width
d. size : area
e. mileage : speed

5. WATERMELON : FRUIT
a. collar : leash
b. dog : companion
c. fish : bowl
d. Dalmatian : canine
e. apple : orange
6. FOOT : SKATEBOARD
a. tire : automobile
b. lace : shoe
c. ounce : scale
d. walk : jump
e. pedal : bicycle
7. STRETCH : EXTEND
a. tremble : roll
b. thirsty : drink
c. shake : tremble
d. stroll : run
e. stitch : tear

8. SHIELD : ARROW
a. bow : quiver
b. knight : horse
c. umbrella : rain drops
d. peony : flower
e. boy : girl
9. STARVING : HUNGRY
a. neat : thoughtful
b. towering : cringing
c. progressive : regressive
d. happy : crying
e. depressed : sad
10. DERMATOLOGIST : ACNE
a. psychologist : neurosis
b. child : pediatrician
c. ophthalmologist : fracture
d. oncologist : measles
e. allergies : orthopedist

11. FRAME : PICTURE
a. display : museum
b. shelf : refrigerator
c. mechanic : electrician
d. nail : hammer
e. fence : backyard
12. SEARCH : FIND
a. sleep : wake
b. explore : discover
c. draw : paint
d. think : relate
e. walk : run
13. PHARMACY : DRUGS
a. mall : store
b. doctor : medicine
c. bakery : bread
d. supermarket : discount store
e. toys : games

14. LAYER : TIER
a. section : segment
b. dais : speaker
c. curtain : stage
d. chapter : verse
e. cotton : bale
15. METROPOLITAN : URBAN
a. bucolic : rural
b. sleepy : nocturnal
c. agricultural : cow
d. autumn : harvest
e. agrarian : generous
16. TEACHER : SCHOOL
a. actor : role
b. mechanic : engine
c. jockey : horse
d. judge : courthouse
e. author : book

17. CAR : GASOLINE
a. truck : trailer
b. car : garage
c. bicycle : feet
d. boat : ocean
e. deck : house
18. RUN: JOG
a. trot : race
b. swim : dive
c. dance : ballet
d. juggle : bounce
e. rain : drizzle
19. RADIO : TELEVISION
a. electricity : lightning
b. up : down
c. ear : eye
d. nose : face
e. old : new

20. TAILOR : SUIT
a. scheme : agent
b. edit : manuscript
c. revise : writer
d. mention : opinion
e. implode : building

Appendix D
Demographics
1) Are you Male or Female? (Please Check One)
___Male
___Female
2) What is your birth date?_____________(year)
3) What is your religious affiliation? (please check one)
____Christian
____Roman Catholic
____Jewish
____Muslim
____Hindu
____Buddhist
____Other (please Specify)
____None
4) What is your ethnic background? (please check one)
_____White/non-Hispanic
_____African-American
_____Hispanic
_____Asian-Pacific Islander
_____Native American
_____Middle-Eastern

5) Estimated cumulative GPA? _________
6) What is your current marital status? (please check one)
______ Single, never married
______ Married
______ Separated
______ Divorced
______ Widowed
7) Please circle the estimated annual income for your household.
$0 - $9,999
$10,000 - $19,999
$20,000 - $29,999
$30,000 - $39,999
$40,000 - $49,999
$50,000 - $59,999
$60,000 - $69,999
$70,000 - $79,999
$80,000 - $89,999
$90,000 - $99,999
$100,000 - $149,999
$150,000 or more
8) Circle your parents’ highest level of education.
Less than high school
Completed some high school

High school graduate
Completed some college
Associate degree
Bachelor's degree
Completed some postgraduate
Master's degree
Ph.D., law or medical degree
Other advanced degree beyond a Master's degree

BABAKHANYAN ARTHUR.Task Performance and Social Anxiety.

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