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Numbers in action: individual differences and interactivity in mental arithmetic.

Lisa G Guthrie1,2, Frédéric Vallée-Tourangeau3

  • 1Department of Psychology, Kingston University, Kingston upon Thames, Surrey, KT1 2EE, UK. l.guthrie@bath.ac.uk.

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Summary
This summary is machine-generated.

Interactive math tasks improve performance for individuals with math anxiety and lower numeracy skills. Using moveable number tokens significantly boosts accuracy and efficiency in arithmetic tasks.

Keywords:
ExpertiseInteractivityMaths anxietyMental arithmeticWorking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Math anxiety negatively impacts arithmetic performance.
  • Interactive tasks may mitigate this effect.

Purpose of the Study:

  • To investigate the impact of interactivity on math performance in anxious and less numerate individuals.
  • To compare performance in low- versus high-interactivity conditions.

Main Methods:

  • Participants completed arithmetic problems in two conditions: low-interactivity (hands down) and high-interactivity (moveable number tokens).
  • Performance metrics included accuracy and efficiency.

Main Results:

  • Accuracy and efficiency were significantly higher in the high-interactivity condition.
  • Math anxiety, numeracy, math expertise, and working memory predicted performance more strongly in the low-interactivity condition.
  • Interactivity enhanced skill deployment and reduced performance disparities.

Conclusions:

  • Task interactivity is a crucial factor in arithmetic performance, especially for anxious or less skilled individuals.
  • Future psychometric assessments should consider task interactivity when evaluating mental arithmetic abilities.