The Experts below are selected from a list of 8511 Experts worldwide ranked by ideXlab platform
Amy Devine - One of the best experts on this subject based on the ideXlab platform.
-
cognitive and emotional math problems largely dissociate prevalence of developmental dyscalculia and Mathematics Anxiety
Journal of Educational Psychology, 2017Co-Authors: Amy Devine, Emma Carey, Francesca Hill, Denes SzucsAbstract:A negative correlation between math Anxiety and Mathematics performance is frequently reported. Thus, some may assume that high levels of Mathematics Anxiety are associated with poor mathematical understanding. However, no previous research has clearly measured the association between Mathematics Anxiety and mathematical learning disability. To fill this gap, here we investigated the comorbidity of developmental dyscalculia (a selective, serious deficit in mathematical performance) and Mathematics Anxiety in a sample of 1,757 primary school (8- to 9-year-old) and secondary school (12- to 13-year-old) children. We found that children with developmental dyscalculia were twice as likely to have high Mathematics Anxiety as were children with typical Mathematics performance. More girls had comorbid Mathematics Anxiety and developmental dyscalculia than did boys. However, 77% of children with high Mathematics Anxiety had typical or high Mathematics performance. Our findings suggest that cognitive and emotional Mathematics problems largely dissociate and call into question the assumption that high Mathematics Anxiety is exclusively linked to poor Mathematics performance. Different intervention methods need to be developed to prevent and treat emotional and cognitive blocks of mathematical development. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
-
the chicken or the egg the direction of the relationship between Mathematics Anxiety and Mathematics performance
Frontiers in Psychology, 2016Co-Authors: Emma Carey, Francesca Hill, Amy Devine, Denes SzucsAbstract:This review considers the two possible causal directions between Mathematics Anxiety (MA) and poor Mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates Anxiety levels and observes a change in Mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and Mathematics performance (the Reciprocal Theory), in which MA and Mathematics performance can influence one another in a vicious cycle.
-
math Anxiety and developmental dyscalculia a study on working memory processes
Journal of Clinical and Experimental Neuropsychology, 2015Co-Authors: Irene C Mammarella, Francesca Hill, Amy Devine, Sara Caviola, Denes SzűcsAbstract:Introduction: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high Mathematics Anxiety (MA) compared with typically developing (TD) children. Method: Groups were matched on reading comprehension performance and IQ as well as on general Anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Results: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired...
-
gender differences in Mathematics Anxiety and the relation to Mathematics performance while controlling for test Anxiety
Behavioral and Brain Functions, 2012Co-Authors: Amy Devine, Kayleigh Fawcett, Denes Szűcs, Ann DowkerAbstract:Background Mathematics Anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects Mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ Mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ Mathematics performance as well as their levels of MA while controlling for test Anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.
Denes Szucs - One of the best experts on this subject based on the ideXlab platform.
-
cognitive and emotional math problems largely dissociate prevalence of developmental dyscalculia and Mathematics Anxiety
Journal of Educational Psychology, 2017Co-Authors: Amy Devine, Emma Carey, Francesca Hill, Denes SzucsAbstract:A negative correlation between math Anxiety and Mathematics performance is frequently reported. Thus, some may assume that high levels of Mathematics Anxiety are associated with poor mathematical understanding. However, no previous research has clearly measured the association between Mathematics Anxiety and mathematical learning disability. To fill this gap, here we investigated the comorbidity of developmental dyscalculia (a selective, serious deficit in mathematical performance) and Mathematics Anxiety in a sample of 1,757 primary school (8- to 9-year-old) and secondary school (12- to 13-year-old) children. We found that children with developmental dyscalculia were twice as likely to have high Mathematics Anxiety as were children with typical Mathematics performance. More girls had comorbid Mathematics Anxiety and developmental dyscalculia than did boys. However, 77% of children with high Mathematics Anxiety had typical or high Mathematics performance. Our findings suggest that cognitive and emotional Mathematics problems largely dissociate and call into question the assumption that high Mathematics Anxiety is exclusively linked to poor Mathematics performance. Different intervention methods need to be developed to prevent and treat emotional and cognitive blocks of mathematical development. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
-
the chicken or the egg the direction of the relationship between Mathematics Anxiety and Mathematics performance
Frontiers in Psychology, 2016Co-Authors: Emma Carey, Francesca Hill, Amy Devine, Denes SzucsAbstract:This review considers the two possible causal directions between Mathematics Anxiety (MA) and poor Mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates Anxiety levels and observes a change in Mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and Mathematics performance (the Reciprocal Theory), in which MA and Mathematics performance can influence one another in a vicious cycle.
Francesca Hill - One of the best experts on this subject based on the ideXlab platform.
-
cognitive and emotional math problems largely dissociate prevalence of developmental dyscalculia and Mathematics Anxiety
Journal of Educational Psychology, 2017Co-Authors: Amy Devine, Emma Carey, Francesca Hill, Denes SzucsAbstract:A negative correlation between math Anxiety and Mathematics performance is frequently reported. Thus, some may assume that high levels of Mathematics Anxiety are associated with poor mathematical understanding. However, no previous research has clearly measured the association between Mathematics Anxiety and mathematical learning disability. To fill this gap, here we investigated the comorbidity of developmental dyscalculia (a selective, serious deficit in mathematical performance) and Mathematics Anxiety in a sample of 1,757 primary school (8- to 9-year-old) and secondary school (12- to 13-year-old) children. We found that children with developmental dyscalculia were twice as likely to have high Mathematics Anxiety as were children with typical Mathematics performance. More girls had comorbid Mathematics Anxiety and developmental dyscalculia than did boys. However, 77% of children with high Mathematics Anxiety had typical or high Mathematics performance. Our findings suggest that cognitive and emotional Mathematics problems largely dissociate and call into question the assumption that high Mathematics Anxiety is exclusively linked to poor Mathematics performance. Different intervention methods need to be developed to prevent and treat emotional and cognitive blocks of mathematical development. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
-
the chicken or the egg the direction of the relationship between Mathematics Anxiety and Mathematics performance
Frontiers in Psychology, 2016Co-Authors: Emma Carey, Francesca Hill, Amy Devine, Denes SzucsAbstract:This review considers the two possible causal directions between Mathematics Anxiety (MA) and poor Mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates Anxiety levels and observes a change in Mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and Mathematics performance (the Reciprocal Theory), in which MA and Mathematics performance can influence one another in a vicious cycle.
-
math Anxiety and developmental dyscalculia a study on working memory processes
Journal of Clinical and Experimental Neuropsychology, 2015Co-Authors: Irene C Mammarella, Francesca Hill, Amy Devine, Sara Caviola, Denes SzűcsAbstract:Introduction: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high Mathematics Anxiety (MA) compared with typically developing (TD) children. Method: Groups were matched on reading comprehension performance and IQ as well as on general Anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Results: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired...
Irene C Mammarella - One of the best experts on this subject based on the ideXlab platform.
-
Mathematics Anxiety working memory and Mathematics performance in secondary school children
Frontiers in Psychology, 2016Co-Authors: Maria Chiara Passolunghi, Sara Caviola, Ruggero De Agostini, Chiara Perin, Irene C MammarellaAbstract:Mathematics Anxiety (MA) has been defined as “a feeling of tension and Anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations”. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math Anxiety (HMA) and low math Anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized Anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, Mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of Mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.
-
math Anxiety and developmental dyscalculia a study on working memory processes
Journal of Clinical and Experimental Neuropsychology, 2015Co-Authors: Irene C Mammarella, Francesca Hill, Amy Devine, Sara Caviola, Denes SzűcsAbstract:Introduction: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high Mathematics Anxiety (MA) compared with typically developing (TD) children. Method: Groups were matched on reading comprehension performance and IQ as well as on general Anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Results: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired...
Denes Szűcs - One of the best experts on this subject based on the ideXlab platform.
-
math Anxiety and developmental dyscalculia a study on working memory processes
Journal of Clinical and Experimental Neuropsychology, 2015Co-Authors: Irene C Mammarella, Francesca Hill, Amy Devine, Sara Caviola, Denes SzűcsAbstract:Introduction: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high Mathematics Anxiety (MA) compared with typically developing (TD) children. Method: Groups were matched on reading comprehension performance and IQ as well as on general Anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). Results: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired...
-
gender differences in Mathematics Anxiety and the relation to Mathematics performance while controlling for test Anxiety
Behavioral and Brain Functions, 2012Co-Authors: Amy Devine, Kayleigh Fawcett, Denes Szűcs, Ann DowkerAbstract:Background Mathematics Anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects Mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ Mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ Mathematics performance as well as their levels of MA while controlling for test Anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.
