How do working memory, general anxiety and math anxiety affect female students’ math performance?

Mapping Intimacies ◽

10.31234/osf.io/dbp7t ◽

2020 ◽

Author(s):

Nachshon Korem ◽

Orly Rubinsten

Keyword(s):

Working Memory ◽

Latent Variables ◽

Math Anxiety ◽

Verbal Working Memory ◽

Math Performance ◽

Equation Modeling ◽

Current Evidence ◽

Unique Contribution ◽

Shared Variance ◽

Numeric Information

Current evidence suggests that math anxiety and working memory govern math performance. However, these conclusions are largely based on simple correlations, without considering these variables as a network or examining correlations at the latent variables level. Thus, questions remain regarding the role of the unique and shared variance between math anxiety, working memory and math performance. The purpose of the current study was to (i) uncover the underlying relationships between the variables to understand the unique contribution of each element to the network; (ii) measure the shared variance and identify the interactions between affect and cognition that control math performance. Our analytical approach involved both network analysis approach and structural equation modeling, with a sample of 116 female students.Results show that math anxiety and working memory affect math performance by different mechanisms. Only working memory tests that included numeric information were correlated to math anxiety. Each of the various working memory tasks correlated differently to math performance: working memory as a single latent variable was a better predictor of math performance than visuospatial and verbal working memory as two separate latent variables. Overall, both working memory and math anxiety affect math performance. Working memory tasks that include numeric information can affect performance in math anxious individuals.

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How curiosity and uncertainty shape children’s information seeking behaviors

Library Hi Tech ◽

10.1108/lht-11-2015-0110 ◽

2016 ◽

Vol 34 (3) ◽

pp. 549-564 ◽

Cited By ~ 1

Author(s):

Ko-Chiu Wu ◽

Hung-Chun Chen

Keyword(s):

Working Memory ◽

Information Seeking ◽

Latent Variables ◽

Structural Equation ◽

Three Dimensional ◽

Verbal Working Memory ◽

Equation Modeling ◽

Content Type ◽

Visualization Technology ◽

High Level

Purpose The purpose of this paper is to explore whether children adopt a survey or a route approach when seeking information in a virtual world (VW), and whether their approach differs depending on whether they are experiencing positive or negative motivation. Different models were used based on disparate spatial recognition and conceptual abilities. Design/methodology/approach In total, 127 children operated a three-dimensional VW interface then they filled out a questionnaire. Structural equation modeling was employed to analyze weighted relationships among latent variables. Motivation (positive vs negative), information-seeking model (heuristic survey or detailed route) and the spatial markers, and complexity of patterns of the VW were examined. Findings The authors discovered that a highly motivated child tends to take a central route in the process of information seeking, whereas a child experiencing negative emotions and uncertainty prefers a survey approach using spatial markers to obtain information. In short, the type of motivation influences whether children adopt a heuristic or detailed perspective when searching for information on virtual interfaces. Originality/value It is believed that users combine perceptual activities (low-level cognition) with conceptual activities (high-level cognition) in order to save energy. Yet this study is the first to investigate the conditions under which children are prone to utilize spatial markers (based on visual working memory) or the sequencing of patterns (based on verbal working memory) to find information in a heuristic or detailed fashion. This study provides a fresh perspective regarding perceptual and conceptual integration for information visualization technology.

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Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

Brain Sciences ◽

10.3390/brainsci11121609 ◽

2021 ◽

Vol 11 (12) ◽

pp. 1609

Author(s):

Lital Daches Cohen ◽

Nachshon Korem ◽

Orly Rubinsten

Keyword(s):

Emotion Regulation ◽

Network Analysis ◽

Latent Variables ◽

Math Anxiety ◽

Emotional Experience ◽

Math Performance ◽

Current Evidence ◽

Theoretical Understanding ◽

Difficulties In Emotion Regulation ◽

And Performance

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.

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Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

Journal of Intelligence ◽

10.3390/jintelligence9010005 ◽

2021 ◽

Vol 9 (1) ◽

pp. 5

Author(s):

André Kretzschmar ◽

Stephan Nebe

Keyword(s):

Working Memory ◽

Problem Solving ◽

Cognitive Abilities ◽

Latent Variables ◽

Complex Problem ◽

Equation Modeling ◽

Complex Problem Solving ◽

Symmetry Principle ◽

Fluid Reasoning ◽

The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

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Math anxiety and math performance in children: The mediating roles of working memory and math self-concept

British Journal of Educational Psychology ◽

10.1111/bjep.12165 ◽

2017 ◽

Vol 87 (4) ◽

pp. 573-589 ◽

Cited By ~ 18

Author(s):

M. José Justicia-Galiano ◽

M. Eva Martín-Puga ◽

Rocío Linares ◽

Santiago Pelegrina

Keyword(s):

Working Memory ◽

Math Anxiety ◽

Math Performance ◽

Self Concept

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Working memory, math performance, and math anxiety

Psychonomic Bulletin & Review ◽

10.3758/bf03194059 ◽

2007 ◽

Vol 14 (2) ◽

pp. 243-248 ◽

Cited By ~ 235

Author(s):

Mark H. Ashcraft ◽

Jeremy A. Krause

Keyword(s):

Working Memory ◽

Math Anxiety ◽

Math Performance

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MEMORIA DE TRABAJO EN NIÑOS DE EDUCACIÓN INFANTIL CON Y SIN BAJO RENDIMIENTO MATEMÁTICO

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v3.498 ◽

2016 ◽

Vol 3 (1) ◽

pp. 233

Author(s):

M.J Presentación ◽

Rebeca Siegenthaler ◽

V. Pinto ◽

Jesica Mercader ◽

C. Colomer ◽

...

Keyword(s):

Working Memory ◽

Preschool Children ◽

Neuropsychological Tests ◽

Mathematics Learning ◽

Verbal Working Memory ◽

Math Performance ◽

Visuospatial Working Memory ◽

Children At Risk ◽

Mathematical Performance ◽

Los Grupos

Abstract:This study aims to explore working memory in preschool children with and without low mathematical performance. The sample consisted of 255 children aged 5-6 years, to whom were administered neuropsychological tests of working memory and TEDI-MATH to estimate the mathematical performance. The results highlight the capacity of verbal working memory to significantly differentiate groups of children with and without problems in 8 of the 9 analyzed mathematical domains. This factor together with visuospatial working memory differentiate the group of children at risk for mathematical learning disabilities.Keywords: working memory, preschool, math performance, mathematics learning disabilitiesResumen:Este estudio se propone analizar la memoria de trabajo en niños de Educación Infantil con y sin bajo rendimiento matemático. La muestra estaba compuesta de 255 niños de 5 a 6 años, a los que se les aplicó pruebas neuropsicológicas de memoria de trabajo y el TEDI-MATH para estimar el rendimiento matemático. Los resultados destacan la capacidad de la memoria de trabajo verbal para diferenciar significativamente los grupos de niños con y sin dificultades en 8 de los 9 dominios matemáticos analizados. Este mismo factor junto con la memoria de trabajo viso-espacial estática diferencian al grupo de niños con riesgo de aprendizaje de las matemáticas.Palabras clave: memoria de trabajo, Educación Infantil, rendimiento matemático, dificultades de aprendizaje de las matemáticas.

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Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

Educational Psychology Review ◽

10.1007/s10648-021-09618-5 ◽

2021 ◽

Author(s):

Sara Caviola ◽

Enrico Toffalini ◽

David Giofrè ◽

Jessica Mercader Ruiz ◽

Dénes Szűcs ◽

...

Keyword(s):

Working Memory ◽

Math Anxiety ◽

Meta Analysis ◽

Sociodemographic Factors ◽

Math Performance ◽

Moderating Effects ◽

Future Directions ◽

And Mathematics ◽

The Impact ◽

The Relationship

AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

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Attention and Intelligence

Journal of Individual Differences ◽

10.1027/1614-0001.30.1.44 ◽

2009 ◽

Vol 30 (1) ◽

pp. 44-57 ◽

Cited By ~ 18

Author(s):

Nicholas R. Burns ◽

Ted Nettelbeck ◽

Jason McPherson

Keyword(s):

Working Memory ◽

Cognitive Ability ◽

Sustained Attention ◽

Cognitive Abilities ◽

Latent Variables ◽

Structural Equation ◽

Working Memory Capacity ◽

Measurement Model ◽

Equation Modeling ◽

General Factor

Carroll (1993 ) found few factor-analytic studies that addressed attentional abilities. We reviewed and reanalyzed some of these studies and concluded that an exploratory approach to the study of the relationships between tests of attention and cognitive abilities was warranted. We sampled N = 147 adults from the general community and administered 17 tests of attention, including well-known neuropsychological tests along with tests drawn from the differential and experimental literatures on attention. We also administered 14 tests of cognitive ability designed to measure constructs described in Carrolls taxonomy of intelligence, including a higher-order general ability factor. Regression of a general factor from the abilities battery onto a general factor from the attentional battery showed these two latent variables to be near identical (β = .98). Exploratory structural equation modeling, which allowed a model wherein the abilities part of the model was a confirmatory measurement model but the attention variables were modeled by three rotated exploratory factors, clarified this outcome. There were two sustained attention factors and one working-memory capacity factor with differential relationships with the latent abilities variables and with age. Results are discussed in the context of the network of processes that underlies a description of general cognitive ability at the psychological level, which includes mental speed, working memory, and sustained attention.

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