Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Working Memory01:24

Working Memory

1.3K
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
1.3K
Information Processing Approach01:30

Information Processing Approach

889
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
889
Impact of Schemas01:30

Impact of Schemas

319
Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
319
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

1.5K
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
1.5K
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

1.5K
The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
1.5K
Algebraic Expressions01:26

Algebraic Expressions

919
Algebraic expressions are essential in mathematics. They represent relationships through variables, constants, and operations. These expressions help describe patterns and solve problems in various mathematical fields. Understanding their components, classifications, and operations allows for efficient simplification and manipulation.Each algebraic expression consists of individual parts, including numbers and symbols, that work together to form meaningful mathematical statements. The numerical...
919

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Finding the subitizing in groupitizing: Evidence for parallel subitizing of dots and groups in grouped arrays.

Psychonomic bulletin & review·2021
Same author

Spatial complexity facilitates ordinal mapping with a novel symbol set.

PloS one·2020
Same author

Enumeration strategy differences revealed by saccade-terminated eye tracking.

Cognition·2020
Same author

The Importance of Ordinal Information in Interpreting Number/Letter Line Data.

Frontiers in psychology·2019
Same author

Implications of Change/Stability Patterns in Children's Non-symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis.

Frontiers in psychology·2019
Same author

Non-symbolic magnitudes are represented spatially: Evidence from a non-symbolic SNARC task.

PloS one·2018
Same journal

Memory for a dinosaur exhibit: retrieval-based practice vs. restudy.

Journal of experimental child psychology·2026
Same journal

The interplay between Theory of Mind inferencing and visual attention in narrative comprehension in autistic preschoolers.

Journal of experimental child psychology·2026
Same journal

Executive function and preschoolers' responses to severe transgressions: implications for early forgiveness.

Journal of experimental child psychology·2026
Same journal

Shared cognitive risk factors underlying rapid automatized naming deficits for the comorbidity of developmental dyslexia and attention deficit hyperactivity disorder: A computational parameter estimation via Bundesen's theory of visual attention.

Journal of experimental child psychology·2026
Same journal

Do young children understand the objectivity of reality?

Journal of experimental child psychology·2026
Same journal

Learning words by ear or by eye: effects of modality on lexical configuration and lexicalization.

Journal of experimental child psychology·2026
See all related articles

Related Experiment Video

Updated: May 3, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

31.1K

Working memory, worry, and algebraic ability.

Kelly Trezise1, Robert A Reeve1

  • 1Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC 3010, Australia.

Journal of Experimental Child Psychology
|February 4, 2014
PubMed
Summary
This summary is machine-generated.

Math anxiety (MA) impacts algebraic problem solving, with high working memory (WM) and low worry yielding the best results. Different math domains may be affected differently by MA.

Keywords:
Algebraic problem solvingIndividual differencesLatent profile analysisMathematics anxietyWorking memoryWorry

More Related Videos

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.1K
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

3.9K

Related Experiment Videos

Last Updated: May 3, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

31.1K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.1K
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

3.9K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Previous research on math anxiety (MA) and working memory (WM) has primarily focused on arithmetic, often neglecting other mathematical domains like algebra.
  • Studies have typically examined MA and WM separately from actual math problem-solving activities, using general WM tasks instead of domain-specific ones.
  • It is often assumed that MA universally affects all mathematical areas, but this research explores the possibility of domain-specific effects.

Purpose of the Study:

  • To investigate the relationship between working memory (WM) capacity, algebraic worry, and algebraic problem-solving performance in adolescents.
  • To determine if math anxiety is domain-specific, particularly in the context of algebra.
  • To identify distinct subgroups based on varying levels of algebraic worry and WM capacity and their impact on algebraic performance.

Main Methods:

  • A sample of 80 14-year-old female students participated in the study.
  • Participants completed tasks assessing algebraic worry, algebraic WM, algebraic problem solving, nonverbal IQ, and general math ability.
  • Latent profile analysis was employed to identify subgroups based on worry and WM measures.

Main Results:

  • Four distinct performance profiles (subgroups) emerged, characterized by different combinations of worry levels and WM capacities.
  • Subgroup membership significantly correlated with algebraic problem-solving performance.
  • The performance hierarchy observed was: high WM/low worry > moderate WM/low worry = moderate WM/high worry > low WM/high worry.

Conclusions:

  • Math anxiety and working memory interact dynamically, influencing performance in specific mathematical domains like algebra.
  • The findings suggest that math anxiety may not be a monolithic construct but can be domain-specific.
  • Understanding these domain-specific MA-WM interactions is crucial for developing targeted interventions to improve mathematical problem-solving skills.