Sian Beilock：“What we think happens is when students put it down on paper，they think about the worst that could happen and they reappraise the situation.They might realize it’s not as bad as they might think it was before and，in essence(本质上)，it prevents these thoughts from popping_up_when they’re actually taking a test.”

　　The researchers tested the idea on a group of twenty anxious college students.They gave them two short math tests.After the first one，they asked the students to either sit quietly or write about their feelings about the upcoming second test.

　　The researchers added to the pressure.They told the students that those who did well on the second test would get money.They also told them that their performance would affect other students as part of a team effort.

　　Professor Beilock says those who sat quietly scored an average of twelve 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.

　　Prefessor Beilock says highly anxious students who did the writing got an average grade of B＋，compared to a B－ for those who did not.

　　Sian Beilock：“What we showed is that for students who are highly test-anxious，who’d done our writing intervention，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.”

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