Manifest Anxiety And Manifest Anxiety

The National Joint Committee on Learning Disabilities (1998) have defined learning disabilities as a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking reading, writing, reasoning, or mathematical skills (IJCP, 2013). Learning is acquisition of new knowledge, skills or attitude. Children during their early years of development learn to understand the spoken language first and then learn to speak. Subsequently during the school years learn to read, write and do arithmetic according to their age and intellectual capacity. But some children may not be able to learn one or more of these skills as per their age and intellectual capacity (Dr.Shah & Dr. Bhat, 2007). Manifest anxiety can be defined as anxiety which manifests itself without any underlying psychological problem is otherwise known as manifest anxiety. It is the theory that anxiety is fuelled by underlying emotional conflict and repressed feelings (Taylor & Janet A., 1956). Learning

(1996) conducted a research to study the relationship between anxiety and problem-solving skills in children with and without learning disabilities. This study compared the effects of low, medium, and high pretest anxiety levels on the social and nonsocial problem-solving performance of 45 boys with learning disabilities (LD) and 45 boys with no learning disabilities (NLD). Participants ranged from Nine to 11 years of age. Boys with learning disability reported significantly higher pretest trait and state anxiety on the state-trait anxiety inventory (Spielberger & Sydeman, 1994) for children than did non learning disability boys, and their perceived state anxiety escalated over the course of the problem-solving session. There were no pervasive effects of learning disability status on problem solving by itself, boys with LD being as effective in problem solving as non learning disability