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Related Concept Videos

Framing Effects03:26

Framing Effects

7.4K
Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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Information Processing Approach01:30

Information Processing Approach

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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: Jul 11, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

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

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Children underperform following "math" but not "spatial" task framing.

Lindsey Hildebrand1, Sara Cordes1

  • 1Department of Psychology and Neuroscience, Boston College.

Developmental Psychology
|November 2, 2023
PubMed
Summary
This summary is machine-generated.

Framing a task as math-related decreased children's performance, especially for those with high math anxiety. Spatial task framing had no effect, and no gender differences in performance were observed.

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Related Experiment Videos

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • STEM success depends on abilities and attitudes, particularly math and spatial attitudes.
  • Gender gaps in STEM fields and early-emerging gender differences in math/spatial attitudes are prevalent.
  • Understanding how task framing impacts children's performance is crucial for STEM education.

Purpose of the Study:

  • To investigate if mentioning math or spatial relevance of a task affects children's performance.
  • To examine the moderating role of children's math and spatial attitudes on performance.
  • To analyze gender differences in performance, considering existing STEM gender gaps.

Main Methods:

  • 221 first- to fourth-grade children participated.
  • A novel task was framed as math-related, spatial-related, or with no framing (control).
  • Children completed math/spatial anxiety and self-concept measures post-task framing.

Main Results:

  • Math task framing led to decreased accuracy compared to the control group.
  • The negative impact of math framing was greater for children with higher math anxiety or lower math self-concept.
  • Spatial task framing did not significantly alter performance compared to the control group.
  • Despite girls reporting higher math/spatial anxiety and lower self-concept, no gender differences in performance were found.

Conclusions:

  • Math attitudes play a significant role in children's performance in early development.
  • Task framing, particularly math-related, can negatively impact performance based on individual attitudes.
  • Findings offer insights for interventions to improve STEM outcomes by addressing attitudinal factors.