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Rabner JC, Ney JS, Kendall PC. Cognitive Functioning in Youth with Anxiety Disorders: A Systematic Review. Clin Child Fam Psychol Rev 2024; 27:357-380. [PMID: 38829508 PMCID: PMC11222226 DOI: 10.1007/s10567-024-00480-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/17/2024] [Indexed: 06/05/2024]
Abstract
Anxiety disorders are disorders involving cognition. Research on cognition in youth with anxiety can focus on cognitive content (e.g., self-talk) as well cognitive functioning. The present review examines domains of cognitive functioning (i.e., episodic memory, language, attention, executive functioning, motor skills, and visual functioning) in youth diagnosed with an anxiety disorder. A database search of Embase, PsycINFO, and PubMed yielded 28 studies that met inclusion criteria of youth aged 17 years or younger, a sample diagnosed with a principal anxiety disorder and a comparison sample of controls, a comparison between those samples, and use of a behavioral measure of neuropsychological performance. Findings did not identify any cognitive functioning strengths for anxious youth. Deficits were found in two domains (i.e., receptive language and motor skills) whereas no deficits were found in attention, visuospatial skills and one domain of executive functioning (i.e., inhibition). Most domains had mixed findings. Additional analysis indicated that anxiety disorders in youth are not associated with diminished IQ. Directions for future research are identified including (a) the prioritization of studies with larger, representative samples (b) the role of cognitive functioning as a predictor of anxiety treatment outcome (c) the examination of the effect of treatment on cognitive performance, and (d) the course of anxiety and potential impairment in cognitive functioning.
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Affiliation(s)
- Jonathan C Rabner
- Department of Psychology and Neuroscience, Temple University, 1701 North 13th Street, Philadelphia, PA, 19122, USA.
- Behavioral Psychology Department, Kennedy Krieger Institute, Baltimore, MD, USA.
- The Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Julia S Ney
- Department of Psychology and Neuroscience, Temple University, 1701 North 13th Street, Philadelphia, PA, 19122, USA
| | - Philip C Kendall
- Department of Psychology and Neuroscience, Temple University, 1701 North 13th Street, Philadelphia, PA, 19122, USA.
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2
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Suzuki LA, Caso TJ, Yucel A, Asad A, Kokaze H. Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene. J Intell 2024; 12:45. [PMID: 38667712 PMCID: PMC11050987 DOI: 10.3390/jintelligence12040045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 03/06/2024] [Accepted: 04/10/2024] [Indexed: 04/28/2024] Open
Abstract
The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.
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Affiliation(s)
- Lisa A. Suzuki
- Department of Applied Psychology, New York University, New York, NY 10003, USA;
| | - Taymy J. Caso
- Educational Psychology, University of Alberta, Edmonton, AB T6G 1H9, Canada; (T.J.C.); (A.A.)
| | - Aysegul Yucel
- Department of Counseling and Clinical Psychology, John Jay College of Criminal Justice, New York, NY 10019, USA;
| | - Ahad Asad
- Educational Psychology, University of Alberta, Edmonton, AB T6G 1H9, Canada; (T.J.C.); (A.A.)
| | - Haruka Kokaze
- Department of Applied Psychology, New York University, New York, NY 10003, USA;
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Davignon LM, Brouillard A, Juster RP, Marin MF. The role of sex hormones, oral contraceptive use, and its parameters on visuospatial abilities, verbal fluency, and verbal memory. Horm Behav 2024; 157:105454. [PMID: 37981465 DOI: 10.1016/j.yhbeh.2023.105454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 10/18/2023] [Accepted: 11/07/2023] [Indexed: 11/21/2023]
Abstract
Sex hormones can cross the blood-brain barrier and access brain regions underlying higher-order cognition. Containing synthetic sex hormones, oral contraceptives (OC) have been found to modulate visuospatial and verbal abilities, though inconsistencies have been found in the literature. Among possible explanations, certain OC use parameters (progestin androgenicity, synthetic hormone levels, duration of use) have not received consistent consideration. Thus, the objectives were to (1) examine group differences between men, combined OC users, and naturally cycling women (NC women; not using OC) in visuospatial abilities, verbal fluency, and verbal memory and (2) investigate the contribution of endogenous and exogenous sex hormones on these effects. We also aimed to (3) identify OC use parameters relevant to cognitive outcomes. In total, 70 combined OC users, 53 early follicular (EF) women, 43 pre-ovulatory (PO) women, and 47 men underwent cognitive tests. Performance was compared based on hormonal milieus (OC, EF, PO, men) and OC users' contraceptive androgenicity (anti, low, high). Correlations between performance, hormone levels and OC use duration were also conducted. OC use dampened the sex difference that typically favors men in 3D visuospatial abilities, whereas its duration of use positively predicted verbal fluency. Androgenicity and hormone levels did not predict performance in any task. These results highlight the importance of considering OC use duration. Results also did not support a role for androgenicity in cognition. Importantly, combined OC use (including prolonged use) does not impair visuospatial, verbal, and memory functions in a healthy young sample.
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Affiliation(s)
- Lisa-Marie Davignon
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, 7331 Hochelaga Street, Montreal H1N 3J4, Canada; Department of Psychology, Université du Québec à Montréal, 100 Sherbrooke Street W, Montreal H2X 2P3, Canada
| | - Alexandra Brouillard
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, 7331 Hochelaga Street, Montreal H1N 3J4, Canada; Department of Psychology, Université du Québec à Montréal, 100 Sherbrooke Street W, Montreal H2X 2P3, Canada
| | - Robert-Paul Juster
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, 7331 Hochelaga Street, Montreal H1N 3J4, Canada; Department of Psychiatry and Addiction, Université de Montréal, 2900 Edouard-Montpetit Boulevard, Montreal H3T 1J4, Canada
| | - Marie-France Marin
- Research Center of the Institut Universitaire en Santé Mentale de Montréal, 7331 Hochelaga Street, Montreal H1N 3J4, Canada; Department of Psychology, Université du Québec à Montréal, 100 Sherbrooke Street W, Montreal H2X 2P3, Canada; Department of Psychiatry and Addiction, Université de Montréal, 2900 Edouard-Montpetit Boulevard, Montreal H3T 1J4, Canada.
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Román FJ, Gutiérrez P, Ramos-Cejudo J, González-Calero PA, Gómez-Martín PP, Larroy C, Martín-Brufau R, López-Cavada C, Quiroga MÁ. Checking Different Video Game Mechanics to Assess Cognitive Abilities in Groups with and without Emotional Problems. J Intell 2023; 12:1. [PMID: 38275977 PMCID: PMC10816884 DOI: 10.3390/jintelligence12010001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Revised: 11/03/2023] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
This study assesses cognitive abilities through video games for entertainment (Blek, Edge, and Unpossible) that were programmed from scratch to record players' behavior and the levels achieved in a sample without emotional problems and in one with emotional problems. The non-emotional-problem sample was recruited from three universities and two bachelor's degree programs. The emotional-problem sample was recruited from two outpatient centers. The participants in the emotional-problem sample completed reduced versions of the ability tests and video games, as required by their emotional problems. Three subtests of the Differential Aptitude Test that assessed abstract reasoning, visuospatial reasoning, and perceptual speed were selected as ability tests. All participants were required to complete a mental health questionnaire (PROMIS) and a brief questionnaire on their gaming habits and previous experience with the video games used. The results that were obtained showed good convergent validity of the video games as measures of cognitive abilities, and they showed that the behavior of players in the sample without emotional problems while playing predicted the level achieved in the Blek and Unpossible game fragments, but this was only true for Unpossible in the emotional-problem sample; finally, shorter versions of the Blek and Edge game fragments can be used because they maintain their good psychometric properties.
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Affiliation(s)
- Francisco J. Román
- Department of Biological and Health Psychology, Autonomous University of Madrid, 28049 Madrid, Spain
| | - Pablo Gutiérrez
- Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid, 28040 Madrid, Spain; (P.G.); (P.A.G.-C.); (P.P.G.-M.)
| | - Juan Ramos-Cejudo
- Department of Psychology, Camilo José Cela University, 28692 Madrid, Spain;
- Mind Group Ltd., 28008 Madrid, Spain
| | - Pedro Antonio González-Calero
- Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid, 28040 Madrid, Spain; (P.G.); (P.A.G.-C.); (P.P.G.-M.)
| | - Pedro Pablo Gómez-Martín
- Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid, 28040 Madrid, Spain; (P.G.); (P.A.G.-C.); (P.P.G.-M.)
| | - Cristina Larroy
- Department of Personality, Assessment and Clinical Psychology, Complutense University of Madrid, 28223 Madrid, Spain;
| | - Ramón Martín-Brufau
- Unidad de Corta Estancia, Hospital Psiquiátrico Román Alberca, National Service of Health, 30120 Murcia, Spain;
| | - Carlos López-Cavada
- Behavior, Emotions, and Health Research Group, Department of Psychology, Universidad Europea de Madrid, 28670 Madrid, Spain;
| | - María Ángeles Quiroga
- Department of Social, Work and Differential Psychology, Complutense University of Madrid, 28223 Madrid, Spain;
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Undergraduate nursing students' experiences of online education: A cross-sectional survey. TEACHING AND LEARNING IN NURSING : OFFICIAL JOURNAL OF THE NATIONAL ORGANIZATION FOR ASSCIATE DEGREE NURSING 2023; 18:56-62. [PMID: 36349288 PMCID: PMC9633324 DOI: 10.1016/j.teln.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/09/2022] [Indexed: 11/06/2022]
Abstract
During the coronavirus pandemic, UK Academics were required to adjust their learning and teaching environment and pedagogical approaches, with little guidance or time. Feelings of frustration and uncertainty around student engagement were commonplace across Higher Education Institutions. This was heightened in professionally regulated courses, such as nursing. The shift to online learning created a situation where academics were frequently faced with a 'sea of black screens' and unable to ascertain student engagement. This study investigated undergraduate nursing students' experience of online education during the COVID-19 pandemic. An anonymous survey was distributed to each year of the undergraduate nursing programme and data subsequently analysed. Responses from 54 students revealed that engagement varied between different year groups. There were significant differences between those with pre-COVID (traditional face-to-face) teaching experience (years 2 and 3) and those without (year 1) in regard to self-reported engagement with online learning. The findings from this study revealed some powerful and emotional insights into the experience of online learning amongst UK students undertaking an undergraduate nursing programme during the COVID-19 pandemic.
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Lamoureux-Tremblay V, Muckle G, Maheu F, Jacobson SW, Jacobson JL, Ayotte P, Bélanger RE, Saint-Amour D. Risk factors associated with developing anxiety in Inuit adolescents from Nunavik. Neurotoxicol Teratol 2020; 81:106903. [PMID: 32512128 DOI: 10.1016/j.ntt.2020.106903] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Revised: 05/27/2020] [Accepted: 05/28/2020] [Indexed: 01/05/2023]
Abstract
This study aimed to examine the relation between anxiety among the at-risk population of Inuit adolescents and diverse developmental risk factors including exposure to environmental chemicals, a subject of concern in Nunavik. Anxiety was assessed in 89 Inuit participants (mean age = 18.4 years; range = 16.2-21.9) with the Screen for Child Anxiety Related Emotional Disorders (SCARED) and the State-Trait Anxiety Inventory (STAI). Potential risk factors for anxiety were documented at birth, 11 years of age and 18 years of age, including blood levels of chemicals (mercury, lead, PCBs) and nutrients, as well as age, sex, estimated IQ, drug and alcohol use, bullying, exposure to domestic violence, food insecurity, crowding and socio-economic status. Results showed that participants scored high on both measures of anxiety, particularly the SCARED, for which the mean score was above the clinical threshold. Multiple regression results show that significant risk predictors obtained from the SCARED scores were female sex (β = 0.32), higher current blood mercury concentration (β = 0.26), food insecurity (β = 0.26) and bullying experiences in the last year (β = 0.21). The significant predictors for the STAI trait anxiety were food insecurity (β = 0.25) and lower estimated IQ (β = -0.31), whereas food insecurity (β = 0.21), lower blood levels of vitamin E (β = -0.25) and higher cord blood mercury concentrations (β = 0.25) were found for STAI situational anxiety. Further regression analyses suggested that the adolescent-related variables were the most important risk factors. Our findings show that Inuit adolescents are at risk for anxiety via multiple contributing factors, particularly current exposure to mercury, food insecurity and female sex.
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Affiliation(s)
| | - Gina Muckle
- École de Psychologie, Université Laval, 2325, rue des Bibliothèques, Québec, Québec G1V 0A6, Canada
| | - Françoise Maheu
- Université de Montréal, 90 Avenue Vincent-D'Indy, Outremont, Montréal, Québec H2V 2S9, Canada
| | - Sandra W Jacobson
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, 3901 Chrysler Drive, Detroit 48201, United States
| | - Joseph L Jacobson
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, 3901 Chrysler Drive, Detroit 48201, United States
| | - Pierre Ayotte
- Département de Médecine Sociale et Préventive, Faculté de Médecine, 1050, Avenue de la Médecine, Pavillon Ferdinand-Vandry, Université Laval, Québec, Québec G1V 0A6, Canada
| | - Richard E Bélanger
- Département de Pédiatrie, Université Laval, Centre mère-enfant Soleil du CHU de Québec, 2705, Boulevard Laurier, Québec, Québec G1V 4G2, Canada
| | - Dave Saint-Amour
- Université du Québec à Montréal, 320 Sainte-Catherine Est, Pavillon J.A. De Sève, Montréal, Québec H2X 1L7, Canada..
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Lower estimated intelligence quotient is associated with suicide attempts in pediatric bipolar disorder. J Affect Disord 2020; 261:103-109. [PMID: 31610309 DOI: 10.1016/j.jad.2019.09.083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2019] [Revised: 08/28/2019] [Accepted: 09/30/2019] [Indexed: 12/20/2022]
Abstract
BACKGROUND Approximately 20% of individual with pediatric bipolar disorder (PBD) have a lifetime history of suicide attempt. Some cognitive measures were associated with a suicide attempt, but no study has assessed the association of this event with the estimated intelligence quotient (IQ) in PBI. In adult Bipolar Disorder no association between IQ and suicidality was found, with different correlations between cognitive measures. There are studies in general population showing a negative correlation and others did not find any association. In Schizophrenia, IQ had a positive correlation with suicide attempt. So, the correlation between IQ and suicidality still controversial. METHODS We recruited 63 children and adolescents younger than 18 years of age with PBD based on DSM-IV criteria from an outpatient clinic in Brazil. Manic and depressive symptoms were assessed with the YMRS and CDRS, respectively. Estimated IQ was assessed with the WISC-III. The presence or absense of suicidal attempt, clinical and demographic variables were assessed with the K-SADS-PL-W. RESULTS Patients who attempted suicide had lower estimated IQ compared to patients who did not attempt suicide (82.72 ± 18.70 vs. 101.0 ± 14.36; p = 0.009). This finding remained after correction for depressive symptoms and family income (OR = 0.94; 95% CI = 0.89 - 0.99; p = 0.029). LIMITATIONS Small sample, reverse causality could not be discarded, we only used two subscales of the WISC-III to estimate intelligence. CONCLUSION Estimated IQ and suicide attempts were negative correlated in PBD. Future longitudinal and larger studies may confirm our findings.
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Gaesser AH, Karan OC. A Randomized Controlled Comparison of Emotional Freedom Technique and Cognitive-Behavioral Therapy to Reduce Adolescent Anxiety: A Pilot Study. J Altern Complement Med 2016; 23:102-108. [PMID: 27642676 DOI: 10.1089/acm.2015.0316] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVE The objective of this pilot study was to compare the efficacy of Emotional Freedom Techniques (EFT) with that of Cognitive-Behavioral Therapy (CBT) in reducing adolescent anxiety. DESIGN Randomized controlled study. SETTINGS This study took place in 10 schools (8 public/2 private; 4 high schools/6 middle schools) in 2 northeastern states in the United States. PARTICIPANTS Sixty-three high-ability students in grades 6-12, ages 10-18 years, who scored in the moderate to high ranges for anxiety on the Revised Children's Manifest Anxiety Scale-2 (RCMAS-2) were randomly assigned to CBT (n = 21), EFT (n = 21), or waitlist control (n = 21) intervention groups. INTERVENTIONS CBT is the gold standard of anxiety treatment for adolescent anxiety. EFT is an evidence-based treatment for anxiety that incorporates acupoint stimulation. Students assigned to the CBT or EFT treatment groups received three individual sessions of the identified protocols from trained graduate counseling, psychology, or social work students enrolled at a large northeastern research university. OUTCOME MEASURES The RCMAS-2 was used to assess preintervention and postintervention anxiety levels in participants. RESULTS EFT participants (n = 20; M = 52.16, SD = 9.23) showed significant reduction in anxiety levels compared with the waitlist control group (n = 21; M = 57.93, SD = 6.02) (p = 0.005, d = 0.74, 95% CI [-9.76, -1.77]) with a moderate to large effect size. CBT participants (n = 21; M = 54.82, SD = 5.81) showed reduction in anxiety but did not differ significantly from the EFT (p = 0.18, d = 0.34; 95% CI [-6.61, 1.30]) or control (p = 0.12, d = 0.53, 95% CI [-7.06, .84]). CONCLUSIONS EFT is an efficacious intervention to significantly reduce anxiety for high-ability adolescents.
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Affiliation(s)
- Amy H Gaesser
- 1 Department of Educational Studies, Counseling and Development Program, Purdue University , West Lafayette, IN
| | - Orv C Karan
- 2 Department of Educational Psychology, Counseling Program, University of Connecticut , Storrs, CT
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Gass CS, Gutierrez L. Psychological variables and Wechsler Adult Intelligence Scale-IV performance. APPLIED NEUROPSYCHOLOGY-ADULT 2016; 24:357-363. [DOI: 10.1080/23279095.2016.1185427] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Carlton S. Gass
- Psychology Services, Bruce Carter VA Healthcare System, Miami, FL, USA
| | - Laura Gutierrez
- Psychology Services, Bruce Carter VA Healthcare System, Miami, FL, USA
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Cipora K, Szczygieł M, Willmes K, Nuerk HC. Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation. Front Psychol 2015; 6:1833. [PMID: 26648893 PMCID: PMC4663255 DOI: 10.3389/fpsyg.2015.01833] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2015] [Accepted: 11/12/2015] [Indexed: 11/30/2022] Open
Abstract
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.
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Affiliation(s)
- Krzysztof Cipora
- Department of Philosophy, Institute of Psychology, Jagiellonian University Kraków, Poland ; Copernicus Center for Interdisciplinary Studies Kraków, Poland
| | - Monika Szczygieł
- Department of Philosophy, Institute of Psychology, Jagiellonian University Kraków, Poland
| | - Klaus Willmes
- Section Neuropsychology - Department of Neurology, University Clinic RWTH Aachen University Aachen, Germany
| | - Hans-Christoph Nuerk
- Department of Psychology and LEAD Graduate School, University of Tuebingen Tuebingen, Germany ; Knowledge Media Research Center, IWM-KMRC Tuebingen, Germany
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Buelow MT, Barnhart WR. The Influence of Math Anxiety, Math Performance, Worry, and Test Anxiety on the Iowa Gambling Task and Balloon Analogue Risk Task. Assessment 2015; 24:127-137. [PMID: 26310960 DOI: 10.1177/1073191115602554] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed.
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Noack H, Lövdén M, Schmiedek F. On the validity and generality of transfer effects in cognitive training research. PSYCHOLOGICAL RESEARCH 2014; 78:773-89. [DOI: 10.1007/s00426-014-0564-6] [Citation(s) in RCA: 79] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2013] [Accepted: 03/17/2014] [Indexed: 11/30/2022]
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13
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Buelow MT, Frakey LL. Math Anxiety Differentially Affects WAIS-IV Arithmetic Performance in Undergraduates. Arch Clin Neuropsychol 2013; 28:356-62. [DOI: 10.1093/arclin/act006] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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Liu J, Yang H, Li L, Chen T, Lynn R. An increase of intelligence measured by the WPPSI in China, 1984-2006. INTELLIGENCE 2012; 40:139-144. [PMID: 29416189 PMCID: PMC5798472 DOI: 10.1016/j.intell.2012.01.008] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Normative data for 5-6 year olds on the Chinese Preschool and Primary Scale of Intelligence (WPPSI) are reported for samples tested in 1984 and 2006. There was a significant increase in Full Scale IQ of 4.53 points over the 22 year period, representing a gain of 2.06 IQ points per decade. There were also significant increases in Verbal IQ of 4.27 points and in Performance IQ of 4.08 points.
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Affiliation(s)
- Jianghong Liu
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
- School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Hua Yang
- Nanjing Brain Hospital, 264 Guangzhong Lu, Nanjing, China
| | - Linda Li
- School of Nursing, University of Pennsylvania, Philadelphia, PA, USA
- School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Tunong Chen
- Nanjing Brain Hospital, 264 Guangzhong Lu, Nanjing, China
| | - Richard Lynn
- University of Ulster, Coleraine, Northern Ireland, BT52 1SA, UK
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15
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Gass CS, Curiel RE. Test anxiety in relation to measures of cognitive and intellectual functioning. Arch Clin Neuropsychol 2011; 26:396-404. [PMID: 21636602 DOI: 10.1093/arclin/acr034] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
The potential impact of test anxiety on cognitive testing was examined in a sample of 300 predominantly male veteran referrals who were administered a comprehensive neuropsychological test battery. Exclusionary criteria included failure on effort testing (n= 14). Level of test anxiety was significantly related to performance on the WAIS-III Working Memory Index (r = -.343, p < .001) but not to scores on the Processing Speed, Perceptual Organization, or Verbal Comprehension indexes. Test anxiety was not related to a global index of neuropsychological performance on the HRNES-R (Average Impairment Scale). Level of education had a collinear relationship with test anxiety in predicting cognitive test performance. Regression analyses revealed a more prominent role for education, indicating the possibility that test anxiety may be a reaction to, more than a cause of, deficient working memory performance. These results suggest that clinicians who use these particular tests should be reluctant to attribute poor test performance to anxiety that occurs during the testing process.
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Affiliation(s)
- Carlton S Gass
- Psychology Service (116B), Veterans Affairs Medical Center, Miami, FL 33125-1693, USA.
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Reeve CL, Bonaccio S, Charles JE. A policy-capturing study of the contextual antecedents of test anxiety. PERSONALITY AND INDIVIDUAL DIFFERENCES 2008. [DOI: 10.1016/j.paid.2008.04.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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17
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Wachs K, Cordova JV. Mindful relating: exploring mindfulness and emotion repertoires in intimate relationships. JOURNAL OF MARITAL AND FAMILY THERAPY 2007; 33:464-481. [PMID: 17935530 DOI: 10.1111/j.1752-0606.2007.00032.x] [Citation(s) in RCA: 120] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
This study tested the theory that mindfulness contributes to greater intimate relationship satisfaction by fostering more relationally skillful emotion repertoires. A sample of married couples was administered measures of mindful awareness, emotion skills, and marital quality. We hypothesized that mindfulness would be associated with both marital quality and partners' emotion skills and that the association between mindfulness and marital quality would be mediated by emotion repertoire skill. Findings suggested that emotion skills and mindfulness are both related to marital adjustment, and that skilled emotion repertoires, specifically those associated with identifying and communicating emotions, as well as the regulation of anger expression, fully mediate the association between mindfulness and marital quality. Theoretical implications are discussed.
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Affiliation(s)
- Karen Wachs
- Frances L. Hiatt School of Psychology, Clark University, Worchester, MA 01610, USA.
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Shackman AJ, Sarinopoulos I, Maxwell JS, Pizzagalli DA, Lavric A, Davidson RJ. Anxiety selectively disrupts visuospatial working memory. ACTA ACUST UNITED AC 2006; 6:40-61. [PMID: 16637749 DOI: 10.1037/1528-3542.6.1.40] [Citation(s) in RCA: 230] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
On the basis of a review of the extant literature describing emotion-cognition interactions, the authors propose 4 methodological desiderata for studying how task-irrelevant affect modulates cognition and present data from an experiment satisfying them. Consistent with accounts of the hemispheric asymmetries characterizing withdrawal-related negative affect and visuospatial working memory (WM) in prefrontal and parietal cortices, threat-induced anxiety selectively disrupted accuracy of spatial but not verbal WM performance. Furthermore, individual differences in physiological measures of anxiety statistically mediated the degree of disruption. A second experiment revealed that individuals characterized by high levels of behavioral inhibition exhibited more intense anxiety and relatively worse spatial WM performance in the absence of threat, solidifying the authors' inference that anxiety causally mediates disruption. These observations suggest a revision of extant models of how anxiety sculpts cognition and underscore the utility of the desiderata.
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