The purposes of this experiment were to examine effects of reward and punishment given verbally and test anxiety levels on memory learning in 5th children and to make clear percent change in resistance of GRS on the process of learning. Fifteen boys and 15 girls with high test anxiety and 15 boys and 15 girls with low test anxiety were selected for the experiment from 248 children in 5th grade. Children of each group were divided in three. That is, five children were given the task to memorize ten nonsense syllables under the condition of positive verbal reinforcement, another five were done that under the condition of negative verbal reinforcement and other five were done that under the condition of no reinforcement. Results were as following : 1. In the memory learning there was a tendency that percent changes in resistance of GSR of positive reinforcement group with high test anxiety larger than those of the other groups, but that was not significant. 2. In the recall percent changes in resistance of GSR no reinforcement group with high test anxiety and negative reinforcemengroup with high test anxiety were smaller than those of the other groups, but that tendency was not significant. Percent changes in resistance of GSR significantly decreased with trials. 3. Mean percentage of correct responses of low test anxiety group was significantly higher than that of high test anxiety group. Mean percentage of correct responses significantly increased with trials. From these facts it may be clear that the percent changes in resistance of GSR in recall and the percent of correct responses change in the opposite direction with trials. And as high anxiety groups generally showed smaller percent changes in resistance of GSR in recall and worse performance than lower test anxiety groups, it seems that high test anxiety interferes with learning, and percent changes in resistance of GSR reflects effects of test anxiety as a one of indexs of motivation.