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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...

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Related Experiment Video

Updated: Dec 27, 2025

Reducing State Anxiety Using Working Memory Maintenance

Reducing State Anxiety Using Working Memory Maintenance

Published on: July 19, 2017

Math anxiety and executive function: Neural influences of task switching on arithmetic processing.

Rachel G Pizzie^1,2, Nikita Raman^3,4, David J M Kraemer³

¹Department of Psychology, Georgetown University, White Gravenor Hall, 37th and O Streets, Washington, DC, 20007, USA. Rachel.pizzie@georgetown.edu.

Cognitive, Affective & Behavioral Neuroscience

|March 1, 2020

Summary

This summary is machine-generated.

Math anxiety (MA) negatively impacts math performance by depleting executive function (EF) resources, not just working memory (WM). This study reveals broader EF deficits and altered brain activity in individuals with high math anxiety.

Keywords:

Arithmetic Executive function Math anxiety Neuroimaging Task-switching Working memory fMRI

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Last Updated: Dec 27, 2025

Reducing State Anxiety Using Working Memory Maintenance

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Published on: July 19, 2017

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

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Published on: August 28, 2021

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

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Published on: September 12, 2014

Area of Science:

Cognitive Neuroscience
Educational Psychology

Background:

Math anxiety (MA) is linked to negative emotions and underperformance in mathematics.
A key hypothesis suggests MA increases working memory (WM) load, impairing math computations.
This study investigates if MA's impact extends beyond WM to broader executive function (EF) resources.

Purpose of the Study:

To determine if math anxiety affects executive function (EF) resources beyond working memory (WM).
To examine the relationship between math anxiety, task-switching (TS), and working memory (WM) load on mathematical performance and brain activity.
To elucidate the neural mechanisms underlying math anxiety's impact on mathematical processing.

Main Methods:

fMRI experiment manipulating task-switching (TS) and working memory (WM) load.
Comparison of performance and neural activity between math tasks and a difficult non-math control task (analogies).
Analysis of behavioral data and brain activity in relation to individual math anxiety levels.

Main Results:

Math anxiety correlated with deficits in math performance and reduced neural activity in arithmetic processing regions compared to a control task.
Task-switching demands in high math anxiety (HMA) individuals led to avoidance, disengagement, and decreased neural activity during math trials.
The detrimental effects of math anxiety and WM load were most significant at lower WM loads.

Conclusions:

Math anxiety's impact on cognitive resources is broader than previously understood, affecting overall executive function (EF).
MA may impair the recruitment of essential neural resources for mathematical computations.
Findings provide insights into how EF deficits in MA influence brain activity during math tasks.