Testing a Model for the Monitoring of Worked-out Algebra-Problem Examples: From Behaviours to Outcomes on a Math Task

In the present study, three different types of probe evoked potential (EP) techniques were examined using a mental math task with three levels of difficulty. One probe condition consisted of presenting flashes at 5 sec intervals during the performance of each task level. The other conditions were designed such that probe flashes were presented at 250 and 750 msec after the onset of each mental math task item. Baseline (no task) measurements were taken for all three probe conditions. Subjects were 6 males and 4 females who participated in an earlier study (Yolton, Wilson, Davis and McCloskey, 1987), and were recalled for the present experiment. Results of the RT data replicated those found in Yolton, et al (1987), where RT increased as task level increased. The EPs obtained from each of the probe conditions showed different patterns of variation with task demand. The 5 sec probe showed differences between the no-task baseline and all other levels of the task, but not between task levels. The 250 msec probe EPs showed graded changes with task level, whereas the 750 msec probe EPs were similar to those found with the 5 sec probe EPs. These measures support the notion that probe EPs are not only measures of tonic activity, but are also measures of phasic activity. To index phasic activity, probes must be present during relevant times during task performance. The usefulness of this technique is discussed in terms of moment-to-moment fluctuations of processing demands in applied situations.

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Stressor-induced increase in muscle fatigability of young men and women is predicted by strength but not voluntary activation

Journal of Applied Physiology ◽

10.1152/japplphysiol.01129.2013 ◽

2014 ◽

Vol 116 (7) ◽

pp. 767-778 ◽

Cited By ~ 26

Author(s):

Manda L. Keller-Ross ◽

Hugo M. Pereira ◽

Jaclyn Pruse ◽

Tejin Yoon ◽

Bonnie Schlinder-DeLap ◽

...

Keyword(s):

Voluntary Contraction ◽

Voluntary Activation ◽

Men And Women ◽

Task Failure ◽

Initial Strength ◽

Math Task ◽

Flexor Muscles ◽

Elbow Flexor Muscles ◽

Induced Changes ◽

And Control

This study investigated mechanisms for the stressor-induced changes in muscle fatigability in men and women. Participants performed an isometric-fatiguing contraction at 20% maximal voluntary contraction (MVC) until failure with the elbow flexor muscles. Study one ( n = 55; 29 women) involved two experimental sessions: 1) a high-stressor session that required a difficult mental-math task before and during a fatiguing contraction and 2) a control session with no mental math. For some participants (n = 28; 14 women), cortical stimulation was used to examine mechanisms that contributed to muscle fatigability during the high-stressor and control sessions. Study two ( n = 23; nine women) determined the influence of a low stressor, i.e., a simple mental-math task, on muscle fatigability. In study one, the time-to-task failure was less for the high-stressor session than control ( P < 0.05) for women (19.4%) and men (9.5%): the sex difference response disappeared when covaried for initial strength (MVC). MVC force, voluntary activation, and peak-twitch amplitude decreased similarly for the control and high-stressor sessions ( P < 0.05). In study two, the time-to-task failure of men or women was not influenced by the low stressor ( P > 0.05). The greater fatigability, when exposed to a high stressor during a low-force task, was not exclusive to women but involved a strength-related mechanism in both weaker men and women that accelerated declines in voluntary activation and slowing of contractile properties.

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The effect of text-based math task on dynamic stability control during stair descent (ID: BM-D-20-00079R3)

Journal of Biomechanics ◽

10.1016/j.jbiomech.2020.110088 ◽

2020 ◽

Vol 113 ◽

pp. 110088

Author(s):

Huifen Zheng ◽

Qipeng Song ◽

Cui Zhang ◽

Wei Sun ◽

Min Mao ◽

...

Keyword(s):

Dynamic Stability ◽

Stability Control ◽

Math Task ◽

Stair Descent ◽

D 20 ◽

Dynamic Stability Control

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Examining Academic Coping Strategies Among Black American Students in Terms of Math Resilency

10.31234/osf.io/ebqc5 ◽

2020 ◽

Author(s):

Lauren D. Kendall Brooks ◽

Cheryl Talley

Keyword(s):

Coping Strategies ◽

Adaptive Learning ◽

Math Anxiety ◽

Black American ◽

Academic Efficacy ◽

Predominantly Black ◽

Math Task ◽

American Students ◽

Academic Coping ◽

The Many

Failure is the most commonly assumed outcome for Black American students studying math, which does not leave much room for understanding how Black American students do succeed in mathematics. Despite this assumption, many Black American students are resilient and able to have positive academic math outcomes. Studies suggest that mathematics literacy in Black American students is linked to identity construction at the intersection of their racial identity and math identity. Using Spencer’s PVEST model as a theoretical framework, the current study examines the need for an inclusive framework that observes and accounts for the many factors that influence students’ educational math outcomes. The current study observes academic coping skills as predictors for math computation outcomes. A group of 146 predominantly Black American students were recruited from an HBCU and completed an in-person computerized easy and hard math task with a word task as the control. The math task measured reaction time and accuracy. Participants also completed a survey with subscales from Patterns of Adaptive Learning Scales, Abbreviated Math Anxiety Scale, Beck Anxiety Inventory, Barratt Impulsiveness Scale-11, and subscales from the Metacognitive Awareness Inventory. Results revealed that none of the predicted coping strategies were able to predict the outcome on the math task. Data exploration was performed and found that comprehension was able to significantly predict impulsivity and academic efficacy, and planning was able to significantly predict impulsivity and academic efficacy.

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The effect of humorous instructional materials on interest in a math task

Motivation and Emotion ◽

10.1007/s11031-010-9178-5 ◽

2010 ◽

Vol 34 (3) ◽

pp. 293-305 ◽

Cited By ~ 13

Author(s):

Kristina L. Matarazzo ◽

Amanda M. Durik ◽

Molly L. Delaney

Keyword(s):

Instructional Materials ◽

Math Task

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The Effects of Competing Verbal Behavior on Performance in a Math Task

The Analysis of Verbal Behavior ◽

10.1007/s40616-021-00145-6 ◽

2021 ◽

Author(s):

Michael J. Harman ◽

Tiffany Kodak ◽

Leah Bohl ◽

Theresa Mayland

Keyword(s):

Verbal Behavior ◽

Math Task

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Reward-associated distractors can harm cognitive performance

10.31234/osf.io/vf84e ◽

2018 ◽

Author(s):

Dorottya Rusz ◽

Erik Bijleveld

Keyword(s):

Task Performance ◽

Cognitive Performance ◽

Cognitive Tasks ◽

Impaired Performance ◽

Monetary Rewards ◽

Math Task ◽

Negative Effect ◽

Task Irrelevant

When people carry out cognitive tasks, they sometimes suffer from distractions, that is, drops in performance that occur close in time to task-irrelevant stimuli. In this research, we examine how the pursuit of rewards contributes to distractions. In two experiments, participants performed a math task (in which they could earn monetary rewards vs. not) while they were exposed to task-irrelevant stimuli (that were previously associated with monetary rewards vs. not). In Experiment 1, irrelevant cues that were previously associated with rewards (vs. not) impaired performance. In Experiment 2, this effect was only replicated when these reward-associated distractors appeared relatively early during task performance. While the results were thus somewhat mixed, they generally support the idea that reward associations can augment the negative effect of distractors on performance.

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The Influence of Emotion Regulation on Arousal and Performance in Math Anxiety

10.31219/osf.io/f3d59 ◽

2018 ◽

Author(s):

Rachel Pizzie ◽

David J. M. Kraemer

Keyword(s):

Emotion Regulation ◽

Skin Conductance ◽

Math Anxiety ◽

Negative Impact ◽

Electrodermal Activity ◽

Math Performance ◽

Emotion Regulation Strategies ◽

Math Task ◽

Regulation Strategies ◽

The Impact

Interventions targeting anxious emotion may be efficacious in reducing the negative impact of stress on mathematics performance. However, different regulation strategies may have different effects on arousal, which in turn may have different effects on task performance. In the present study, we recorded skin conductance levels in order to examine the effect of arousal on performance during different applied emotion regulation strategies. In particular, we were interested in how these emotion regulation strategies might affect the negative performance deficits attributed to anxious arousal in math anxious individuals. Participants were instructed to use cognitive reappraisal (distancing oneself from the stressful math task by thinking objectively about the problem in a low-stakes scenario), expressive suppression (maintaining a neutral emotional expression), or their own problem-solving technique (control). We recorded electrodermal activity (EDA), measuring skin conductance responses during each trial. Results indicate that HMA individuals show worse performance on the math task as well as increased sympathetic arousal (EDA) during the unregulated control condition for math. Notably, this arousal was reduced by reappraisal but exacerbated by suppression. Further, for both HMA and LMA groups, reappraisal reduced the impact of arousal on task accuracy, indicating that even elevated arousal levels no longer had a negative impact on math performance. Overall, these results show that reappraisal provides a promising technique for ameliorating the negative influence of math anxiety on math performance.

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