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数学焦虑的人在与数学相关的事件中遭受更多的痛苦:奖励处理对有动机行为的视角
Annals of the New York Academy of Sciences
|January 14, 2025
概括
高数学焦虑 (HMA) 与回避行为有关. 这项研究发现,HMAs表现出受损的奖励处理,特别是在负面情况下,这有助于避免数学.
科学领域:
- 认知神经科学 认知神经科学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 高度的数学焦虑 (HMA) 会导致避免,造成表现不佳和焦虑增加的循环.
- 了解数学规避的认知和神经机制至关重要.
研究的目的:
- 研究HMA个体中数学回避的认知和神经基础.
- 检查奖励处理在数学回避行为中的作用.
主要方法:
- 实验1:在算术任务后,对奖励的满意度进行评估.
- 实验2:评估决策,在积极/消极奖励背景下,权衡经济效益与认知成本.
- 使用电脑电图 (EEG) 测量P3振幅和反相关负面性 (FRN).
主要成果:
- HMA个体对惩罚更敏感,对错误的答案不那么满意.
- 在错误后满意度下降时,参与数学任务的意愿降低.
- 在负面环境中,HMAs显示P3振幅降低,在两个环境中显示FRN升高.
结论:
- 高度的数学焦虑可能涉及到受损的奖励处理,特别是在负面的背景下或在负面评估下.
- 这些奖励处理差异可能会导致HMA个体的数学回避行为.
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