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Related Concept Videos

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Related Experiment Video

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Reducing State Anxiety Using Working Memory Maintenance
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The link between math anxiety and performance does not depend on working memory: A network analysis study.

Nachshon Korem1, Lital Daches Cohen2, Orly Rubinsten2

  • 1Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel.

Consciousness and Cognition
|February 26, 2022
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Summary
This summary is machine-generated.

Math anxiety and working memory impact math skills. This study reveals math anxiety directly affects math performance, with links to working memory depending on specific numerical tasks.

Keywords:
Math anxietyMath performanceNetwork analysisSEMWorking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Math anxiety (MA) and working memory (WM) are known to affect math performance.
  • The precise relationship and interplay between MA, WM, and various math abilities remain incompletely understood.
  • Inconsistent findings may arise from the complex, multi-component nature of both math performance and WM.

Purpose of the Study:

  • To investigate the network structure connecting math anxiety, working memory, and math performance.
  • To identify the specific drivers and contributions of each component within this network.
  • To examine the generalizability of the findings using a conceptual replication.

Main Methods:

  • Employed a network analysis approach to model the relationships between MA, WM, and math performance.
  • Collected data from 116 women using a battery of tests and questionnaires.
  • Validated the network model on an independent dataset (Skagerlund et al., 2019).

Main Results:

  • The association between MA and WM is contingent on the specific properties of the WM task, particularly those involving number manipulation.
  • Both WM and MA independently predict math performance.
  • Different working memory tasks correlate with distinct mathematical abilities.

Conclusions:

  • The study establishes a robust network model elucidating the direct impact of math anxiety on mathematical performance.
  • Findings highlight the task-dependent nature of the MA-WM interaction.
  • The research clarifies the independent contributions of MA and WM to math abilities.