THE DIFFERENTIAL EFFECTS OF THE VERBAL INSTRUCTIONS ON TASK PERFORMANCE IN THE MIRROR DRAWING TEST

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Abstract
The aim of the present study is to elucidate the differencial effects of the verbal instructions on the performace in the mirror drawing test.The subjects were forty eight senior high school girls. In accordance with the score of Tayler's MAS, the groups of the anxiety levels, high anxiety group (N=24), and low anxiety group (N=24), were set. The mirror drawing test was carried out five times under the three kinds of instructions: that is, the speed-emphasized instruction, the accuracyemphasized instruction and the standard instruction.The main results were as follows.1. As regards task performance, under the standard instruction, the accuracy of high anxiety group was superior to that of low anxiety group, but there was no difference between these two groups in speed. The speed of high anxiety group was clearly accelerated by the speed-emphasized instruction, but the accuracy was impaired. The accuracy of low anxiety group was increased by the accuracy-emphasized instruction.2. High reverse correlation between the speed and the accuracy was found only in the high anxiety group under the speed-emphasized insrutction.

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