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Block 2.7: Problem 4 Math Stress English Summary $7.21
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  3. Erasmus Universiteit Rotterdam (EUR)
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  5. 2.7 From Infancy to Old Age

Summary

Block 2.7: Problem 4 Math Stress English Summary

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  • Course
  • 2.7 From Infancy to Old Age
  • Institution
  • Erasmus Universiteit Rotterdam (EUR)

This summary includes elaborate and before exam corrected notes on block 2.7 Problem 4. The detail of the notes helps to get a better understanding of course which required critical thinking. The grade obtained for the course was 8.6

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Document information

  • April 14, 2021
  • 8
  • 2018/2019
  • Summary

Subjects

  • psychology
  • erasmus university
  • english summary
  • from infancy to old age
  • problem 4
  • math stress
  • block 27

Written for

  • Erasmus Universiteit Rotterdam (EUR)
  • BSc Psychology
  • 2.7 From Infancy to Old Age
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Math anxiety: A review of its cognitive consequences,
psychophysiological correlates, and brain bases
(Macarena Suarez Pellicioni, Marνa Isabel Nunez Pena & Angels Colome)


What is math anxiety?
Many definitions  common component is the emotional response
that disrupts performance after dealing with numbers or math-
related situations
Standardization
 Numerical Anxiety Scale
 Mathematics Anxiety Rating Scale (MARS) : 98-item rating scale, where
rating were made in a 5-point Likert scale indicating how anxious
they feel in formal/informal math situations
 Anxiety Towards Mathematics
 MARS-Revised
 Abbreviated Math Anxiety Scale (AMAS)


Math Anxiety and Other types of Anxiety
 MA was conceptually distinct from general anxiety
 Correlation (High MA, high trait anxiety) but separate
constructs
 MA associated with test anxiety
 Not seem to be interchangeable
 MA is not purely restricted to testing
 MA is not recognized as a separate disorder in the DSM-IV; However, it generates
difficulty and fits definition of genuine phobia (mathephobia)
 Stimulus and situation specific
 Physiological evidence: increased reactivity for math task
performance
 Negative attitudes: negative correlation with self-confidence, self-
concept, motivation, opinion on math usefulness and attitudes
toward math teachers.
 Avoidance of math related situations  lower performance in math
o Debate for younger ages (6-9), inconclusive findings
Math anxiety and numerical cognition


Complexity of Tasks


 Anxiety complexity effect: deterioration of performance in HMA
individuals when stimulus conditions become more difficult or
complex.

,  Speed accuracy trade off: HMA show high error rates and higher
speed
 Global avoidance effect  less trained in math, failure of self-
terminating the process e.g. same time to solve a false carry
problem in complex additions
 Local avoidance effect  desire to complete the task as soon as
possible to leave the situation e.g. speed-accuracy trade off
Split effect
 HMA showed larger flawed scores as the level of split increased
o Difference in decision or evaluation stage of
performance in HMAs
o HMAs spend more attentional resources and more time
when processing large-split tasks.
Explanations of Math anxiety


MA as task-related competition for WM resources

 Processing efficiency theory (PET): worrying intrusive thoughts
consume limited attentional resources of the WM’s central
executive which are therefore less available for processing.
o HMAs have temporarily lower WM capacity in processing
 poor performance in any task relying mainly on WM
(MA is a dual task procedure)
MA as a deficit in low-level numerical representation
Complex math deficits due to low-level numerical processing skills.
 Maloney: two patterns of performance
1. Subitizing: HMA showed no difference
2. Counting: HMA performed significantly worse than LMA
o Against complexity-anxiety effect  happens with
enumerating tasks(simple)
 Maloney: numerical distance during two comparison tasks to show the
magnitude of the representations
o Larger effect of distance on RTs for HMA than for LMA
o Against WM role  less precise representation of
numerical magnitude might contribute to MA
 Psychophysiological evidence: P2 component with a larger amplitude
(sensitive to numbers’ distance) for HMAs.
Math anxiety as an inhibition/attentional-control deficit

A failure to inhibit attention to worrying thoughts  reduction in WM resources.

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