This review considers the two possible causal directions between mathematics anxiety (MA) and poo... more This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.
Journal of Clinical and Experimental Neuropsychology, 2015
Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive... more Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high mathematics anxiety (MA) compared with typically developing (TD) children. Groups were matched on reading comprehension performance and IQ as well as on general anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired in the verbal WM task. Knowing the underlying cognitive processes that differentiate why children with DD and MA fail in math could have both educational and clinical implications.
The conceptual understanding that children display when predicting physical events has been shown... more The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6- to 10-year-old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer-presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research.
Adults make erroneous predictions about object fall despite recognizing when observed displays ar... more Adults make erroneous predictions about object fall despite recognizing when observed displays are correct or incorrect. Prediction requires explicit engagement with conceptual knowledge, whereas recognition can be achieved through tacit processing. Therefore, it has been suggested that the greater challenge imposed by explicit engagement leads to elements of conceptual understanding being omitted from prediction that are included in recognition. Acknowledging
Focused attention can be compromised by the neurodegenerative processes associated with both heal... more Focused attention can be compromised by the neurodegenerative processes associated with both healthy aging and Parkinson's disease (PD). Deficits in ignoring distractors with reflexive or overlearned response links have been attributed to impaired inhibition. The current research assessed whether similar deficits occur for distractors with recently learned arbitrary response associations, for which sensorimotor transformations are far less automatic and therefore considerably easier to resist. We used a selective attention task that evaluated distractibility and the use of distractor inhibition within the same context. The task involved stimuli that were arbitrarily assigned to responses based on a rule learned during the testing session. Performance showed that distraction increased with both healthy aging and PD. Moreover, these increases in distraction were accompanied by decreases in overt evidence of distractor inhibition, which appear to reflect at least in part a failure of reactive inhibition. Comparison of the deficits in the two groups indicates that the key difference reflects severity, rather than distinct symptoms, suggesting that they stem from neural changes associated with both aging and PD. These results demonstrate that aging- and PD-related hyper-distractibility and impaired inhibition during focused attention affect stimuli without prepotent response links, which implicates dopaminergic networks in the strategic control of arbitrary visuomotor transformations.
Journal of Experimental Psychology: Human Perception and Performance, 2007
Humans have a remarkable capability to respond efficiently to a stimulus of interest despite othe... more Humans have a remarkable capability to respond efficiently to a stimulus of interest despite other stimuli competing for neural resources. The current study investigated how the human system copes with distracting stimuli. During each trial, participants viewed 2 sequential stimuli that were each associated with a specific action based on an arbitrary mapping. The 1st stimulus served as a distractor, and the 2nd stimulus required a response (target). When the distractor preceded the target by more than a few hundred milliseconds, response latencies were slower when the 2 stimuli were associated with the same response. The authors propose that this negative compatibility effect stemmed from an inhibitory mechanism that the human system utilizes to prevent the distractor from eliciting an unwanted response.
... Theory and evidence: The development of scientific reasoning , Cambridge, MA: MIT Press. ... ... more ... Theory and evidence: The development of scientific reasoning , Cambridge, MA: MIT Press. ... Beyond modularity: A developmental perspective on cognitive science , Cambridge, MA: Bradford Books ... if experiments are sufficiently robust to be consistent with curriculum targets, they ...
Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is... more Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and ...
We studied whether the origins of math anxiety can be related to a biologically supported framewo... more We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi-experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders.
This review considers the two possible causal directions between mathematics anxiety (MA) and poo... more This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.
Journal of Clinical and Experimental Neuropsychology, 2015
Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive... more Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high mathematics anxiety (MA) compared with typically developing (TD) children. Groups were matched on reading comprehension performance and IQ as well as on general anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired in the verbal WM task. Knowing the underlying cognitive processes that differentiate why children with DD and MA fail in math could have both educational and clinical implications.
The conceptual understanding that children display when predicting physical events has been shown... more The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6- to 10-year-old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer-presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research.
Adults make erroneous predictions about object fall despite recognizing when observed displays ar... more Adults make erroneous predictions about object fall despite recognizing when observed displays are correct or incorrect. Prediction requires explicit engagement with conceptual knowledge, whereas recognition can be achieved through tacit processing. Therefore, it has been suggested that the greater challenge imposed by explicit engagement leads to elements of conceptual understanding being omitted from prediction that are included in recognition. Acknowledging
Focused attention can be compromised by the neurodegenerative processes associated with both heal... more Focused attention can be compromised by the neurodegenerative processes associated with both healthy aging and Parkinson's disease (PD). Deficits in ignoring distractors with reflexive or overlearned response links have been attributed to impaired inhibition. The current research assessed whether similar deficits occur for distractors with recently learned arbitrary response associations, for which sensorimotor transformations are far less automatic and therefore considerably easier to resist. We used a selective attention task that evaluated distractibility and the use of distractor inhibition within the same context. The task involved stimuli that were arbitrarily assigned to responses based on a rule learned during the testing session. Performance showed that distraction increased with both healthy aging and PD. Moreover, these increases in distraction were accompanied by decreases in overt evidence of distractor inhibition, which appear to reflect at least in part a failure of reactive inhibition. Comparison of the deficits in the two groups indicates that the key difference reflects severity, rather than distinct symptoms, suggesting that they stem from neural changes associated with both aging and PD. These results demonstrate that aging- and PD-related hyper-distractibility and impaired inhibition during focused attention affect stimuli without prepotent response links, which implicates dopaminergic networks in the strategic control of arbitrary visuomotor transformations.
Journal of Experimental Psychology: Human Perception and Performance, 2007
Humans have a remarkable capability to respond efficiently to a stimulus of interest despite othe... more Humans have a remarkable capability to respond efficiently to a stimulus of interest despite other stimuli competing for neural resources. The current study investigated how the human system copes with distracting stimuli. During each trial, participants viewed 2 sequential stimuli that were each associated with a specific action based on an arbitrary mapping. The 1st stimulus served as a distractor, and the 2nd stimulus required a response (target). When the distractor preceded the target by more than a few hundred milliseconds, response latencies were slower when the 2 stimuli were associated with the same response. The authors propose that this negative compatibility effect stemmed from an inhibitory mechanism that the human system utilizes to prevent the distractor from eliciting an unwanted response.
... Theory and evidence: The development of scientific reasoning , Cambridge, MA: MIT Press. ... ... more ... Theory and evidence: The development of scientific reasoning , Cambridge, MA: MIT Press. ... Beyond modularity: A developmental perspective on cognitive science , Cambridge, MA: Bradford Books ... if experiments are sufficiently robust to be consistent with curriculum targets, they ...
Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is... more Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and ...
We studied whether the origins of math anxiety can be related to a biologically supported framewo... more We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi-experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders.
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