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Math anxiety (causes (environmental (public embarrassment, negative events…
Math anxiety
causes
direction between MA & performance not clear
distractability
Anxiety -> stimulus directed attention => more easily distracted
strategy selection
High WM demanding strategies -> most affected by stress
Numerical representations
numerical processing deficits
take longer to process large numbers
Processing efficieny theory(Eysenck
MA -> worry -> tax on WM -> poor performance
high wm capacity
genes
40% heritable; influence of GAD
environmental
public embarrassment
negative events
teacher; parents e.g. by stereotypes
initial low level of math ability
neuroanatomical
higher activity in amygdala & right insula
General
definition
discomfort around the performance of maths
linked to poor math performance
measurement
self report
high vs low pressure excercises
choking under pressure
stereotype anxiety
high correlation between MA & math skill
effect stronger for individuals with high WM
treatment/intervention/prevention
highlight importance, reduce distractions
avoid time limited exams
set doable goals
systematic desensitization; preferably individual treatment
prevent frustration/embarassment & parent support
expressive writing
writing about anxiety
may decrease load on WM; worries are adresses before performance
needs to be performance related
Theories
deficit theory
poor performance causes MA
memories of poor performance -> MA
9% of variance from genes
children with learning disability show MA
Debilitating anxiety model
affects
processing
retrieval
pre-processing
negative emotions interfere with learning
anxiety induced depletion of cog. ressources
processing efficiency theory
high WM individuals more affected
low wm ind. use easy strategy anyways
high WM ind. only when high MA & pressure
stereotype studies deliver support
reciprocal theory
vicious cycle
poor performance -> ma -> more poor performance
may be proven by longitudinal data
mixture of deficit and debilitating anxiety
Maintenance
cognitive aspects
anxiety-complexity effect
local avoidance
global avoidance
speed-accuracy trade off
attentional bias towards maths