Abstract
Discusses the theoretical question of anxiety as response or as process, and proposes a model integrating both process and response. Suggests anxiety to initially be a conditional response to undifferentiated arousal evoked by traumatic events. As skills of language and cognition are acquired with experience and development, perception and expression of anxiety as process evolves. The linking of anxiety to cognition makes clear a potential for either creative thought or anxiety-induced repetitive thought. A critical factor is the emotional responses elicited and reinforced in early childhood. Early script beliefs and decisions become a contribution to the racket system (R. Erskine and M. Zalcman) and the associated rackety displays.