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Ampomah MA, Drake JA, Anum A, Amponsah B, Dei-Adomakoh Y, Anie K, Mate-Kole CC, Jonassaint CR, Kirkham FJ. A case-control and seven-year longitudinal neurocognitive study of adults with sickle cell disease in Ghana. Br J Haematol 2022; 199:411-426. [PMID: 36017640 DOI: 10.1111/bjh.18386] [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: 04/27/2021] [Revised: 07/13/2022] [Accepted: 07/17/2022] [Indexed: 11/28/2022]
Abstract
Ageing in sickle cell disease (SCD) is associated with a myriad of end-organ complications, including cerebrovascular damage and cognitive impairment (CI). Although CI is very common in SCD, little is known about cognitive functioning and how it changes with age. This study examines cognitive patterns of 63 adults with SCD and 60 non-SCD, age- and education-matched controls in Ghana. Of those adults with SCD, 34 completed the neuropsychological battery at baseline and again seven years later. In cross-sectional data, adults with SCD performed worse than controls in all cognitive test domains (p < 0.01 for all). The seven-year follow-up data showed that the group exhibited a significant decline in visuospatial abilities (ranging from Cohen's d = 1.40 to 2.38), and to a lesser extent, in processing speed and executive functioning. Exploratory analyses showed a significant time-by-education interaction, indicating that education may be protective from decline in cognitive performance. These findings have implications for clinical practice. Early neuropsychological surveillance coupled with early assessment and remedial programmes will provide avenues for enhancing the quality of life of adults living with SCD in Ghana.
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Affiliation(s)
- Mary A Ampomah
- Family and Community Health, School of Public Health, University of Health and Allied Sciences, Ho, Ghana
| | - Jermon A Drake
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Adote Anum
- Department of Psychology, School of Social Sciences, University of Ghana, Legon, Ghana
| | - Benjamin Amponsah
- Department of Psychology, School of Social Sciences, University of Ghana, Legon, Ghana
| | - Yvonne Dei-Adomakoh
- Department of Haematology, School of Medicine and Dentistry, University of Ghana Medical School, Ghana Institute of Clinical Genetics, Accra, Ghana
| | - Kofi Anie
- School of Public Health, Imperial College London, London, UK.,London North West University Healthcare NHS Trust, London, UK
| | - Christopher C Mate-Kole
- Department of Psychology, School of Social Sciences, University of Ghana, Legon, Ghana.,Centre for Ageing Studies, College of Humanities, University of Ghana, Legon, Ghana
| | | | - Fenella J Kirkham
- Developmental Neurosciences, UCL Great Ormond Street Institute of Child Health, London, UK.,Clinical and Experimental Sciences, University of Southampton, Southampton, UK
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2
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van Dijck JP, Fias W, Cipora K. Spatialization in working memory and its relation to math anxiety. Ann N Y Acad Sci 2022; 1512:192-202. [PMID: 35274298 DOI: 10.1111/nyas.14765] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2021] [Accepted: 02/10/2022] [Indexed: 01/22/2023]
Abstract
Working memory (WM) is one of the most important cognitive functions that may play a role in the relation between math anxiety (MA) and math performance. The processing efficiency theory proposes that rumination and worrisome thoughts (induced by MA) result in less available WM resources (which are needed to solve math problems). At the same time, high MA individuals have lower verbal and spatial WM capacity in general. Extending these findings, we found that MA is also linked to the spatial coding of serial order in verbal WM: subjects who organize sequences from left-to-right in verbal WM show lower levels of MA compared with those who do not spatialize. Furthermore, these spatial coders have higher verbal WM capacity, better numerical order judgment abilities, and higher math scores. These findings suggest that spatially structuring the verbal mind is a promising cognitive correlate of MA and opens new avenues for exploring causal links between elementary cognitive processes and MA.
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Affiliation(s)
- Jean-Philippe van Dijck
- Department of Applied Psychology, Thomas More University of Applied Sciences, Flanders, Belgium.,Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Wim Fias
- Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Krzysztof Cipora
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
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3
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Guo S, Liao S. The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance. Front Psychol 2022; 13:829032. [PMID: 35250770 PMCID: PMC8891963 DOI: 10.3389/fpsyg.2022.829032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 01/07/2022] [Indexed: 11/25/2022] Open
Abstract
This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.
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Affiliation(s)
- Siwen Guo
- Department of Psychology, Renmin University of China, Beijing, China
| | - Shanhui Liao
- Department of Psychology, Renmin University of China, Beijing, China
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4
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Korem N, Cohen LD, Rubinsten O. The link between math anxiety and performance does not depend on working memory: A network analysis study. Conscious Cogn 2022; 100:103298. [PMID: 35217396 DOI: 10.1016/j.concog.2022.103298] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 02/07/2022] [Accepted: 02/08/2022] [Indexed: 12/19/2022]
Abstract
Math anxiety (MA) and working memory (WM) influence math performance. Yet the interplay between them is not fully understood. Inconsistent results possibly stem from the multicomponent structure of math performance and WM. Using network analysis approach, we investigated the drivers of the MA, WM and math performance edges, and the contribution of each node to the network. First, 116 women completed a battery of tests and questionnaires. Second, we explored the generalizability of our model by applying it to a new data-set (Skagerlund et al., 2019; conceptual replication). The results revealed: (1) the links between MA and WM depend on specific task properties, specifically, WM tasks that require manipulation of numbers; (2) WM and MA are independently linked to math performance; and (3) each WM task is associated with different math abilities. The study provides a strong and reliable model showing the direct effects of math anxiety on math performance.
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Affiliation(s)
- Nachshon Korem
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel.
| | - Lital Daches Cohen
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel; Department of Learning Disabilities, University of Haifa, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel; Department of Learning Disabilities, University of Haifa, Israel
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5
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Finell J, Sammallahti E, Korhonen J, Eklöf H, Jonsson B. Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Front Psychol 2022; 12:798090. [PMID: 35126249 PMCID: PMC8811497 DOI: 10.3389/fpsyg.2021.798090] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 12/28/2021] [Indexed: 12/03/2022] Open
Abstract
It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)-working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA-MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA-MP correlation using a random-effects model. This resulted in a mean correlation of r = -0.168. The database search of WM as a mediator for the MA-MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of -0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA-MP relationship.
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Affiliation(s)
- Jonatan Finell
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Ellen Sammallahti
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Johan Korhonen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Hanna Eklöf
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
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6
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Rambeau S, Del Goleto S, Pignon B, Lajnef M, Petrucci J, Szöke A, Fond G, Lançon C, Dorey JM, Rey R, Garbisson A, Capdevielle D, Leignier S, Dubreucq J, Mallet J, Dubertret C, Urbach M, Brunet-Gouet E, Aouizerate B, Misdrahi D, Zinetti-Bertschy A, Clauss J, Llorca PM, Chereau I, Leboyer M, Roux P, Schürhoff F. Relationship between neurocognition and theory of mind as a function of symptomatic profile in schizophrenia: results from the national FACE-SZ cohort. Cogn Neuropsychiatry 2022; 27:49-68. [PMID: 34882065 DOI: 10.1080/13546805.2021.2011184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
INTRODUCTION Deficits in theory of mind (ToM) can vary depending on the predominant schizophrenia symptoms, and though most neurocognitive functions are involved in ToM, all may not be associated with the same symptoms. With consideration to the relationships between symptoms, neurocognition and ToM, the aim of the present study is to identify the neurocognitive functions influencing ToM capacities according to symptomatic profile. METHODS The study is based on a sample of 124 adults with schizophrenia from a French national cohort. Patients were divided into two groups according to their scores on the five Wallwork factors of the Positive and Negative Syndrome Scale using hierarchical clustering before carrying out multivariable analyses. RESULTS The "disorganised group" (n = 89) showed high scores on the disorganised factor, and had a ToM associated with reasoning, visual recognition and speed of processing. The "positive group" (n = 35) showed high scores on the positive and depressive factors, and had a ToM associated with working memory. CONCLUSIONS These results suggest that neurocognitive predictors of ToM in schizophrenia are different according to the predominant clinical dimension, thus refining our knowledge of the relationship between symptoms, neurocognition and ToM, and acknowledging their status as important predictors of patients' functional status.
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Affiliation(s)
- Sébastien Rambeau
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Sarah Del Goleto
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Baptiste Pignon
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Mohamed Lajnef
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Jean Petrucci
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Andreï Szöke
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Guillaume Fond
- AP-HM, Université Aix-Marseille, Ecole de médecine - La Timone Medical Campus, EA 3279: CEReSS - Centre d'Études et de Recherche sur les Services de Santé et la Qualité de Vie, Marseille, France
| | - Christophe Lançon
- AP-HM, Université Aix-Marseille, Ecole de médecine - La Timone Medical Campus, EA 3279: CEReSS - Centre d'Études et de Recherche sur les Services de Santé et la Qualité de Vie, Marseille, France
| | - Jean-Michel Dorey
- INSERM U1028, CNRS UMR5292, Centre de Recherche en Neurosciences de Lyon, Université Claude Bernard Lyon 1, Equipe PSYR2, Centre Hospitalier Le Vinatier, Pole Est, Bron Cedex, France
| | - Romain Rey
- INSERM U1028, CNRS UMR5292, Centre de Recherche en Neurosciences de Lyon, Université Claude Bernard Lyon 1, Equipe PSYR2, Centre Hospitalier Le Vinatier, Pole Est, Bron Cedex, France
| | - Amandine Garbisson
- Service Universitaire de Psychiatrie Adulte, Hôpital la Colombière, CHRU Montpellier, Université Montpellier 1, Inserm 1061, Montpellier, France
| | - Delphine Capdevielle
- Service Universitaire de Psychiatrie Adulte, Hôpital la Colombière, CHRU Montpellier, Université Montpellier 1, Inserm 1061, Montpellier, France
| | - Sylvain Leignier
- Centre Référent de Réhabilitation Psychosociale et de Remédiation Cognitive (C3R), CH Alpes Isère, France
| | - Julien Dubreucq
- Centre Référent de Réhabilitation Psychosociale et de Remédiation Cognitive (C3R), CH Alpes Isère, France
| | - Jasmina Mallet
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Nord, service de Psychiatrie et Addictologie. Hôpital Louis Mourier, Colombes, France.,Université de Paris, INSERM UMR1266, Institut de Psychiatrie et Neurosciences de Paris, Paris, France
| | - Caroline Dubertret
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Nord, service de Psychiatrie et Addictologie. Hôpital Louis Mourier, Colombes, France.,Université de Paris, INSERM UMR1266, Institut de Psychiatrie et Neurosciences de Paris, Paris, France
| | - Mathieu Urbach
- Service Universitaire de Psychiatrie d'Adultes et d'Addictologie, Centre Hospitalier de Versailles, Le Chesnay, France.,DisAP-DevPsy-CESP, INSERM UMR1018, Université Paris-Saclay, Université Versailles Saint-Quentin-En-Yvelines, Villejuif, France
| | - Eric Brunet-Gouet
- Service Universitaire de Psychiatrie d'Adultes et d'Addictologie, Centre Hospitalier de Versailles, Le Chesnay, France.,DisAP-DevPsy-CESP, INSERM UMR1018, Université Paris-Saclay, Université Versailles Saint-Quentin-En-Yvelines, Villejuif, France
| | - Bruno Aouizerate
- Centre Hospitalier Charles Perrens, Université de Bordeaux, Bordeaux, France.,INRA, NutriNeuro, Université de Bordeaux, U1286, Bordeaux, France
| | - David Misdrahi
- Centre Hospitalier Charles Perrens, Université de Bordeaux, Bordeaux, France.,INRA, NutriNeuro, Université de Bordeaux, U1286, Bordeaux, France
| | - Anna Zinetti-Bertschy
- Hôpitaux Universitaires de Strasbourg, Université de Strasbourg, INSERM U1114, Fédération de Médecine Translationnelle de Strasbourg, Strasbourg, France
| | - Julie Clauss
- Hôpitaux Universitaires de Strasbourg, Université de Strasbourg, INSERM U1114, Fédération de Médecine Translationnelle de Strasbourg, Strasbourg, France
| | - Pierre-Michel Llorca
- CHU Clermont-Ferrand, Département de Psychiatrie, Université de Clermont Auvergne, EA 7280, Clermont-Ferrand, France
| | - Isabelle Chereau
- CHU Clermont-Ferrand, Département de Psychiatrie, Université de Clermont Auvergne, EA 7280, Clermont-Ferrand, France
| | | | - Marion Leboyer
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
| | - Paul Roux
- Service Universitaire de Psychiatrie d'Adultes et d'Addictologie, Centre Hospitalier de Versailles, Le Chesnay, France.,DisAP-DevPsy-CESP, INSERM UMR1018, Université Paris-Saclay, Université Versailles Saint-Quentin-En-Yvelines, Villejuif, France
| | - Franck Schürhoff
- Université Paris Est Créteil (UPEC), AP-HP, Hôpitaux Universitaires « H. Mondor », DMU IMPACT, INSERM, IMRB, Neuropsychiatrie translationnelle, Fondation FondaMental, Créteil, France
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7
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Caviola S, Toffalini E, Giofrè D, Ruiz JM, Szűcs D, Mammarella IC. Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09618-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.
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8
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Carol RN, Kieckhaefer JM, Johnson J, Peek J, Schreiber Compo N. Being a good witness: The roles of benevolence and working memory capacity in rapport’s effect on eyewitness memory. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/jasp.12781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Rolando N. Carol
- Department of Psychology Auburn University at Montgomery Montgomery AL USA
| | | | - Joy Johnson
- Department of Psychology Auburn University at Montgomery Montgomery AL USA
| | - Jillian Peek
- Department of Psychology Auburn University at Montgomery Montgomery AL USA
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9
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Williams KR, Wasson SR, Barrett A, Greenall RF, Jones SR, Bailey EG. Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety. CBE LIFE SCIENCES EDUCATION 2021; 20:ar22. [PMID: 33856898 PMCID: PMC8734378 DOI: 10.1187/cbe.20-09-0219] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Revised: 02/16/2021] [Accepted: 02/17/2021] [Indexed: 06/12/2023]
Abstract
Hardy-Weinberg (HW) equilibrium and its accompanying equations are widely taught in introductory biology courses, but high math anxiety and low math proficiency have been suggested as two barriers to student success. Population-level Punnett squares have been presented as a potential tool for HW equilibrium, but actual data from classrooms have not yet validated their use. We used a quasi-experimental design to test the effectiveness of Punnett squares over 2 days of instruction in an introductory biology course. After 1 day of instruction, students who used Punnett squares outperformed those who learned the equations. After learning both methods, high math anxiety was predictive of Punnett square use, but only for students who learned equations first. Using Punnett squares also predicted increased calculation proficiency for high-anxiety students. Thus, teaching population Punnett squares as a calculation aid is likely to trigger less math anxiety and help level the playing field for students with high math anxiety. Learning Punnett squares before the equations was predictive of correct derivation of equations for a three-allele system. Thus, regardless of math anxiety, using Punnett squares before learning the equations seems to increase student understanding of equation derivation, enabling them to derive more complex equations on their own.
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Affiliation(s)
- K. R. Williams
- Department of Biology, Brigham Young University, Provo, UT 84602
| | - S. R. Wasson
- Department of Biology, Brigham Young University, Provo, UT 84602
| | - A. Barrett
- Department of Biology, Brigham Young University, Provo, UT 84602
| | - R. F. Greenall
- Department of Biology, Brigham Young University, Provo, UT 84602
| | - S. R. Jones
- Department of Mathematics Education, Brigham Young University, Provo, UT 84602
| | - E. G. Bailey
- Department of Biology, Brigham Young University, Provo, UT 84602
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10
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Mohapatra B, Laures-Gore J. Moving Toward Accurate Assessment of Working Memory in Adults With Neurogenically Based Communication Disorders. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:1292-1300. [PMID: 33970679 DOI: 10.1044/2021_ajslp-20-00305] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This article presents a viewpoint highlighting concerns regarding currently available assessments of working memory in adults with neurogenic communication disorders. Additionally, we provide recommendations for improving working memory assessment in this population. Method This viewpoint includes a critique of clinical and experimental working memory tests relevant to speech-language pathologists. We consider the terminology used to describe memory, as well as discuss language demands and test construction. Results Clinical and experimental testing of working memory in adults with neurogenic communication disorders is challenged due to theoretical, methodological, and practical limitations. The major limitations are characterized as linguistic and task demands, presentation and response modality effects, test administration, and scoring parameters. Taking these limitations into consideration, several modifications to working memory testing and their relevance to neurogenic populations are discussed. Conclusions The recommendations provided in this article can better guide clinicians and researchers to advocate for improved tests of working memory in adults with neurogenic communication disorders. Future research should continue to address these concerns and consider our recommendations.
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Affiliation(s)
- Bijoyaa Mohapatra
- Department of Communication Disorders, New Mexico State University, Las Cruces
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11
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Barroso C, Ganley CM, McGraw AL, Geer EA, Hart SA, Daucourt MC. A meta-analysis of the relation between math anxiety and math achievement. Psychol Bull 2020; 147:134-168. [PMID: 33119346 DOI: 10.1037/bul0000307] [Citation(s) in RCA: 103] [Impact Index Per Article: 25.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in Grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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12
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Buelow MT, Jungers MK, Chadwick KR. Manipulating the decision making process: Influencing a “gut” reaction. J Clin Exp Neuropsychol 2019; 41:1097-1113. [DOI: 10.1080/13803395.2019.1662374] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Affiliation(s)
- Melissa T. Buelow
- Department of Psychology, The Ohio State University, Newark, OH, USA
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13
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Zhang J, Zhao N, Kong QP. The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Front Psychol 2019; 10:1613. [PMID: 31447719 PMCID: PMC6692457 DOI: 10.3389/fpsyg.2019.01613] [Citation(s) in RCA: 80] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2019] [Accepted: 06/26/2019] [Indexed: 12/17/2022] Open
Abstract
Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this research was to explore the link between MA and math performance. Studies that explored the math anxiety-performance link, conducted from 2000 to 2019 (84 samples, N = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative math anxiety-performance link. Furthermore, regarding the analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, but this link was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed.
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Affiliation(s)
- Jing Zhang
- Faculty of Education, College of Teacher Education, East China Normal University, Shanghai, China
| | - Nan Zhao
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Qi Ping Kong
- Faculty of Education, College of Teacher Education, East China Normal University, Shanghai, China
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Abreu-Mendoza RA, Chamorro Y, Matute E. Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918809793] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test–IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its overall internal reliability and examined its underlying factor structure. Finally, we determined its concurrent and criterion validity by evaluating a subsample of 106 students that included adolescents with mathematical difficulty, mathematical talent, and typical performance. Results showed that the subtest has a good internal reliability and appropriate psychometric characteristics, suggesting its appropriateness for the detection of adolescents with particular difficulty or ability in mathematics. The exploratory factor analysis identified three factors: arithmetic, fractions and basic algebra, and rational numbers. There were also sex differences in the number of correct responses, but the effect size was small.
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Abstract
BACKGROUND Music is widely recognized as a motivating stimulus. Investigators have examined the use of music to improve a variety of motivation-related outcomes; however, these studies have focused primarily on passive music listening rather than active participation in musical activities. OBJECTIVE To examine the influence of participation in musical tasks and unique participant characteristics on energetic arousal. METHODS We used a one-way Welch's ANOVA to examine the influence of musical participation (i.e., a non-musical control and four different musical task conditions) upon energetic arousal. In addition, ancillary analyses of participant characteristics including personality, age, gender, sleep, musical training, caffeine, nicotine, and alcohol revealed their possible influence upon pretest and posttest energetic arousal scores. RESULTS Musical participation yielded a significant relationship with energetic arousal, F(4, 55.62) = 44.38, p = .000, estimated ω2 = 0.60. Games-Howell post hoc pairwise comparisons revealed statistically significant differences between five conditions. Descriptive statistics revealed expected differences between introverts' and extraverts' energetic arousal scores at the pretest, F(1, 115) = 6.80, p = .010, partial η2= .06; however, mean differences failed to reach significance at the posttest following musical task participation. No other measured participant characteristics yielded meaningful results. CONCLUSIONS Passive tasks (i.e., listening to a story or song) were related to decreased energetic arousal, while active musical tasks (i.e., singing, rhythm tapping, and keyboard playing) were related to increased energetic arousal. Musical task participation appeared to have a differential effect for individuals with certain personality traits (i.e., extroverts and introverts).
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Affiliation(s)
- Hayoung A Lim
- Sam Houston State University
- Music Therapy Program, Sam Houston State University
- Music Therapy Program, Oral Roberts University
| | - Angela L Watson
- Oral Roberts University
- Behavioral Sciences Department, Oral Roberts University
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Georges C, Hoffmann D, Schiltz C. How Math Anxiety Relates to Number-Space Associations. Front Psychol 2016; 7:1401. [PMID: 27683570 PMCID: PMC5021703 DOI: 10.3389/fpsyg.2016.01401] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Accepted: 09/01/2016] [Indexed: 11/23/2022] Open
Abstract
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety.
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Affiliation(s)
- Carrie Georges
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
| | - Danielle Hoffmann
- Luxembourg Centre for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
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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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Vaughan S, Wallis M, Polit D, Steele M, Shum D, Morris N. The effects of multimodal exercise on cognitive and physical functioning and brain-derived neurotrophic factor in older women: a randomised controlled trial. Age Ageing 2014; 43:623-9. [PMID: 24554791 DOI: 10.1093/ageing/afu010] [Citation(s) in RCA: 128] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023] Open
Abstract
OBJECTIVE to test the effect of a 16-week multimodal exercise program on neurocognitive and physical functioning and brain-derived neurotrophic factor (BDNF). DESIGN a single-blinded, parallel-group randomised controlled trial. SETTINGS university campus and community-based halls. SUBJECTS forty-nine women aged 65 to 75 years, with no cognitive impairment and not undertaking more than 1 h of formal exercise training per week. METHODS the intervention group attended a 60-min multimodal class twice each week which included cardiovascular, strength and motor fitness training. The primary outcome was neurocognitive functioning and secondary outcomes were physical functioning and plasma levels of BDNF. RESULTS twenty-five participants were randomised to the intervention group and 24 to the control group. One control participant withdrew before follow-up data collection. The intervention group performed significantly better than the control group at follow-up (when controlled for baseline) in the Trail Making test A and B, the California Older Adult Stroop test (Word, Interference and Total scores), Controlled Oral Word Association test and the Timed Up-and-Go test, Six-Minute Walk test, One-Legged Stance test and plasma BDNF. CONCLUSION this multimodal exercise program resulted in neurocognitive and physical performance improvements and increased levels of plasma BDNF, in older women, when compared with controls. This RCT provides evidence that a multimodal exercise intervention can achieve larger effect sizes than those generally resulting from single modality interventions. Increases in BDNF levels imply neurogenesis may be a component of the mechanism underpinning the cognitive improvements associated with multimodal exercise. TRIAL REGISTRATION Australian and New Zealand Clinical Trial Registration Number: ANZCTR12612000451808.
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Affiliation(s)
- Sue Vaughan
- Griffith University, School of Rehabilitation Sciences, G02 Gold Coast Campus, Gold Coast, QLD 4222, Australia
| | - Marianne Wallis
- University of the Sunshine Coast, School of Nursing and Midwifery, Sunshine Coast, QLD, Australia Griffith University, Research Centre for Health Practice Innovation, Gold Coast, QLD, Australia
| | - Denise Polit
- Griffith University, Research Centre for Health Practice Innovation, Gold Coast, QLD, Australia
| | - Mike Steele
- Griffith University, Graduate Research School, Gold Coast, QLD, Australia Mathematical and Computing Sciences, Faculty of Science, Universiti Brunei Darussalam, Darussalam, Brunei
| | - David Shum
- Griffith University, Griffith Health Institute, Gold Coast, QLD, Australia
| | - Norman Morris
- Griffith University, School of Rehabilitation Sciences, G02 Gold Coast Campus, Gold Coast, QLD 4222, Australia
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