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Individual differences in nonverbal number skills predict math anxiety
Marcus Lindskog1, Anders Winman1, Leo Poom1
1Uppsala University, Uppsala, Sweden.
Cognition
|December 14, 2016
Summary
Math anxiety (MA) is linked to how well people process non-symbolic numbers. Poorer approximate number system (ANS) functioning correlates with higher MA, suggesting deeper roots beyond symbolic math learning.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Math anxiety (MA) is a negative emotional response to mathematical tasks.
- Existing theories suggest MA arises from learning experiences or cognitive factors.
- Recent research points to genetic and neurophysiological links, including symbolic number processing deficits.
Purpose of the Study:
- To investigate the role of non-verbal numerical processing in math anxiety.
- To examine the relationship between the Approximate Number System (ANS) and MA.
- To explore whether ANS precision mediates the link between numerical abilities and math performance.
Main Methods:
- Assessed MA using standardized questionnaires.
- Measured ANS precision using psychophysical tasks.
- Employed mediation analysis to examine the relationship between ANS, MA, and math performance, controlling for other variables.
Main Results:
- Individuals with higher MA exhibited poorer ANS precision.
- The correlation between ANS precision and math performance was mediated by MA.
- This relationship held even after controlling for general anxiety and other cognitive factors.
Conclusions:
- Math anxiety may stem from fundamental, non-verbal numerical processing deficiencies.
- The Approximate Number System (ANS) is a potential etiological factor in math anxiety.
- Findings advance the understanding of MA's developmental origins, highlighting non-symbolic number processing.
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