Professor Beilock says those who sat quietly scored an average of 12 percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B-for those who did not.who'd done the writing intervention(排解), all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don't normally get nervous in these testing situations.
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
16.The purpose of the passage is ________.
A. to build the confidence of the highly anxious testtakers
B. to introduce a research about the anxious testtakers
C. to improve the performance of the testtakers
D. to tell something about the highly anxious testtakers
17.The underlined word “them” in Paragraph 2 refers to________.
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