Investigators assessing the effect of motivation on performance rarely report the effect of performance on motivation. College students (N=48), preselected by anxiety scores, were tested on adjective pairs lists; additionally, anxiety was measured before and after task performance. Results showed that anxiety had a marked effect on verbal learning performance. In a second study of 24 subjects, the anxiety variable did not significantly alter verbal learning performance. Subjects (N=60) preselected on the Spielberger trait anxiety test were tested on a high-speed tachistoscopic task and were given the Spielberger State Anxiety test following performance. Tachistoscopic recognition was not significantly altered by trait anxiety, but a significant correlation occurred between state anxiety and performance. Subjects (N=40) preselected on the Spielberger state anxiety scale were given the scale again immediately preceeding the tachistoscopic task to reveal the effect of anxiety on performance. Results showed that anxiety had no significant effect on tachistoscopic recognition. While only one investigation obtained clear evidence that pre-performance anxiety significantly altered performance, subjects' anxiety was altered significantly as a function of task performance in all four investigations. The findings suggest that anxiety may not remain at a constant level for the duration of an experiment. (NRB)