The intent of this study was to determine the relationship of the independent variables of task difficulty and memory support for high and low anxious subjects on certain dependent variables: correct task performances, measured anxiety level, and self-estimated competency rating. A further purpose was to investigate the relationship of obtained scores and self-report of estimated accuracy under these treatments in order to determine effects of anxiety level upon information feedback. The experimental findings of the study did not support the Spence-Taylor Drive Theory of disordinal anxiety which proposes that competing response tendencies interfere with learner performance differential given a difficult task and an easy task; the author feels that what is needed to test the theory is a task which raises the anxiety for the high anxious subjects and not the low anxious subjects, or at least raises their anxiety level equally. The paper includes some review of the pertinent literature, graphs of the experiment's results, and references. (Author/SES)