Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Stereotype Threat and Self-fulfilling Prophecies

Stereotype Threat and Self-fulfilling Prophecies

When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...

Anxiety: Overview

Anxiety: Overview

Anxiety is a common mental disorder featuring excessive worry, fear, and apprehension, significantly affecting daily life. People with anxiety disorders experience persistent and intense anxiety, interrupting their everyday functioning.
Individuals with anxiety often experience a range of physical and emotional symptoms, including sweating, trembling, tachycardia, and disturbances in sleep patterns. These symptoms vary in intensity and frequency but are generally disruptive and distressing.

Information Processing Approach

Information Processing Approach

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 also...

Generalized Anxiety Disorder

Generalized Anxiety Disorder

Generalized Anxiety Disorder (GAD) is a chronic condition characterized by excessive and uncontrollable worry that persists for at least six months, significantly interfering with daily functioning. Unlike situational anxiety, which arises in response to specific stressors, GAD often occurs without a clear cause. Individuals may experience disproportionate worry about work, health, or relationships. For instance, a person might continuously fear poor health despite normal medical evaluations or...

Social Anxiety Disorder

Social Anxiety Disorder

Social anxiety disorder, also known as social phobia, is characterized by an intense fear of social situations where one might face humiliation, rejection, embarrassment, or negative evaluation. This disorder leads individuals to avoid activities like casual conversations, public speaking, or seemingly simple tasks such as eating, signing documents, or swimming, in public settings. Its impact extends beyond discomfort, often significantly interfering with daily functioning and quality of life.

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

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

Sort by

Same author

Self-derivation through memory integration: clusters of precursor sub-processes.

Memory (Hove, England)·2026

Same author

The role of awareness in self-derivation of new knowledge through memory integration.

Memory & cognition·2026

Same author

Longitudinal relations between self-derivation and semantic knowledge growth.

Journal of experimental child psychology·2025

Same author

Age-Related Differences in Autobiographical Memory Consistency at the Level of Narrative Detail.

Cognitive development·2025

Same author

The development of children's gender stereotypes about STEM and verbal abilities: A preregistered meta-analytic review of 98 studies.

Psychological bulletin·2024

Same author

Longitudinal predictors of self-derivation through memory integration-A mechanism of knowledge accumulation.

Journal of experimental child psychology·2024

Search research articles

Related Experiment Video

Updated: Jul 3, 2026

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Published on: August 9, 2016

Domain-specific anxiety relates to children's math and spatial performance.

Jillian E Lauer¹, Alena G Esposito¹, Patricia J Bauer¹

¹Department of Psychology.

Developmental Psychology

|September 29, 2018

Summary

Children

Area of Science:

Child Psychology
Cognitive Development
Educational Psychology

Background:

Childhood mathematical and spatial reasoning skills predict later success in STEM fields.
Affective factors, such as anxiety, and their relation to cognitive performance in children are understudied.
Gender differences in math and spatial anxiety are not well understood in early development.

Purpose of the Study:

To assess math, spatial, and verbal anxiety in elementary schoolchildren.
To investigate the relationship between these anxieties and corresponding cognitive performance (math achievement, spatial reasoning, reading ability).
To examine gender differences in math and spatial anxiety and their domain specificity.

Main Methods:

Surveyed 394 elementary schoolchildren (ages 6-12) on math, spatial, and verbal anxiety.

More Related Videos

Reducing State Anxiety Using Working Memory Maintenance

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

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

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

Published on: August 28, 2021

Related Experiment Videos

Last Updated: Jul 3, 2026

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks

Published on: August 9, 2016

Reducing State Anxiety Using Working Memory Maintenance

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

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

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

Published on: August 28, 2021

Assessed math achievement and spatial reasoning performance.

Evaluated reading ability to determine domain specificity.

Main Results:

Math, spatial, and verbal anxiety were correlated with each other and with performance in related cognitive domains.
All three anxiety types showed domain specificity in their relationship with cognitive performance.
Girls reported significantly higher math and spatial anxiety than boys, but not verbal anxiety.

Conclusions:

Math and spatial anxiety are distinct constructs in early childhood development.
These anxieties show specificity in their associations with gender and cognitive performance.
Early identification of math and spatial anxiety may be crucial for supporting STEM success.