数学焦虑对工作记忆子系统及数学心算的影响分析

本研究从工作记忆容量的角度入手,探讨数学焦虑对工作记忆子系统及数学心算成绩的影响,并寻求三者之间关系的理论解释。本研究为3×2×2混合实验设计,即三组被试（高、中、低数学焦虑组）、工作记忆两个子系统（言语工作记忆和视空间工作记忆）和两种数学心算任务难度,并记录数学心算的反应时和正确率作为其成绩指标。结果表明在要求较高工作记忆容量的数学心算任务中,数学焦虑通过言语工作记忆和视空间工作记忆都会对数学心算成绩产生影响,其中视空间工作记忆是数学焦虑与复杂数学心算反应时之间的中介变量。     

数学焦虑影响儿童数学任务表现的作用机制探析

研究设计了心算加法和图形旋转/平移两类数学任务,同时采用《儿童数学焦虑问卷》、工作记忆和抑制任务,以探讨数学焦虑影响儿童数学任务表现的作用机制.213名小学五年级儿童参与研究,其中89人参与正式实验.结果发现:(1)数学焦虑与数学成绩呈显著负相关;(2)高数学焦虑组在工作记忆和两类数学任务中的得分均显著低于低数学焦虑组,而两组在抑制任务指标上差异不显著;(3)言语工作记忆和视空间工作记忆是数学焦虑影响心算加法任务的完全中介变量;视空间工作记忆是数学焦虑影响图形旋转/平移任务的完全中介变量,言语工作记忆是二者关系的调节变量.研究结果支持了加工效能理论.     

不同数学焦虑成人的算术策略运用差异：ERP研究

采用事件相关电位(ERP)技术和选择/无选法范式, 在两位数加法心算和估算中, 探索高、低数学焦虑个体的算术计算策略运用及其内在机制。行为结果：数学焦虑效应在策略运用的反应时和正确率指标上的差异都不显著; 而脑电结果：高数学焦虑个体的N400波幅显著高于低数学焦虑个体; 选择条件中, 估算与心算的数学焦虑效应的N100波幅差异; 无选条件中, 高低数学焦虑个体N1-P2复合波的波幅和潜伏期差异显著。数学焦虑效应在策略编码(0~250 ms)和策略选择/执行阶段(250 ms之后)存在差异。     

心算的策略选择

从策略选择的角度来研究心算是当前心算研究的一个重要领域。有关心算活动中问题大小效应、距离效应、奇偶效应等的行为与认知神经科学研究揭示了心算活动中不同的策略选择, 进一步加深了我们对心算加工特点的了解。未来研究在注重具体问题解决的同时, 还应注重实验设计的严密性、研究的深入性与综合性相兼顾等问题。     

心算加工中tie effect的加工机制

tie effect主要表现为tie比nontie更快更准确解决,以及tie/nontie与问题大小的交互作用,较大题目的tie比nontie具有更明显的反应时优势,tie的问题大小效应比nontie要小的多。有关tie effect加工机制的解释主要有基于编码的理论和基于结果通达的理论。目前的研究主要通过操作问题呈现方式以及报告加工策略的方法分别考察编码方式及加工策略的影响,今后研究应开拓新的研究范式以加深对其加工机制的认识。     

心算活动机制的研究

心算是一种重要的思维活动,是认知心理学的研究主题之一。心算活动具有明显的问题大小效应,其加工过程与工作记忆和长时记忆存在密切关系。此外,对心算的加工机制进行跨学科（认知心理学、神经科学等）的综合研究,是今后心算研究的主要方向。     

数学焦虑、问题形式对乘法估算的影响

采用由研究者所修订的数学焦虑量表和自行设计的估算问题,通过对大学生被试进行团体测验,考察了在纯数字运算和应用题两种情境中数学焦虑对估算加工的影响以及估算中的问题大小效应。结果显示：（1）数学焦虑情绪在纯数字与应用题两种情境下都对估算有显著影响;（2）情境对估算准确率影响显著,纯数字情境下的估算准确率显著高于应用题情境;（3）在应用题情境估算中发现明显的问题大小效应,在纯数字情境估算中却未发现该效应。     

动作记忆SPT优势效应的理论探讨

操作条件下的记忆效果好于语词条件下记忆效果的现象被称为动作记忆SPT效应。以往研究先后提出非策略加工、多通道加工、动作编码及情景整合理论来解释SPT效应,但这些理论解释仍存在矛盾和分歧,并阻碍了当前动作记忆领域的研究进展。为了解决目前的理论困境,本文详细地阐述了各理论的核心内容、发展历程及其存在矛盾和分歧的原因,并提出应以加工过程与加工对象相结合的视角来建立新的理论模型,以进一步促进实证研究的展开。     

心算活动机制的研究

心算是一种重要的思维活动,是认知心理学的研究主题之一,心算活动具有明显的问题大小效应,其加工过程与工作记忆和长时记忆存在密切关第。此外,对心算的加工机制进行跨学科的综合研究,是今后心算研究的主要方向。     

生存优势效应的理论解释

生存优势效应指对学习材料进行“生存加工”,其提取正确率最高。研究者试图用主题加工、一致性效应、情绪加工和自然选择等理论对生存优势效应进行解释。研究发现主题加工、一致性效应和情绪加工不足以说明生存优势现象,自然选择理论似乎可以更好地对此加以解释,但目前自然选择理论尚缺乏直接的实验证据支持。文章结合已有研究具体分析了最近的未来研究应该关注的焦点问题,例如,自然选择理论的直接证明,并对直接证明的方案等进行了尝试性的讨论。     

Mathematics anxiety and mental arithmetic performance: An exploratory investigation

Abstract

Two exploratory studies were conducted to determine if mathematics anxiety, as assessed by the Mathematics Anxiety Rating Scale (MARS), is related to the underlying mental processes of arithmetic performance. MARS scores were higher when the test was administered by computer, vs. the standard paper-and-pencil format, and were higher for female than male college students. Small but significant processing differences in simple addition and multiplication were found when subjects were divided by quartiles into anxiety groups. Much larger differences in processing speed and accuracy were found with complex addition problems and a set of difficult problems (e.g. 9 × 16 = 134, true or false) that tested all four arithmetic operations. Overall, the low anxiety group was consistently the most rapid and accurate, the medium high was consistently the slowest, and the high anxiety group the most prone to errors. The results suggest that genuine performance differences exist among the several levels of mathematics anxiety, and that chronometric, reaction time-based studies of such performance will be useful in revealing those differences.     

Moderating Effects of Mathematics Anxiety on the Effectiveness of Explicit Timing

Explicit timing is an empirically validated intervention to increase problem completion rates by exposing individuals to a stopwatch and explicitly telling them of the time limit for the assignment. Though explicit timing has proven to be effective for groups of students, some students may not respond well to explicit timing based on factors such as mathematics anxiety. The present study examined the effects of explicit timing on mathematics performance for 81 fourth and fifth graders with differing levels of mathematics anxiety. Students completed more digits correct during explicit timing as compared to baseline and control. Additionally, results indicated there was a significant linear relationship between mathematics anxiety and mathematics performance. Students with low and medium mathematics anxiety completed more digits correct with higher accuracy than students with high mathematics anxiety. Lastly, digits correct and accuracy remained consistent during baseline, control, and explicit timing when condition and anxiety level were both considered. Educational professionals must be cognizant not only of academic variables impacting students learning, but also mental health variables, such as mathematics anxiety, in order to provide a comprehensive treatment package capable of ameliorating academic difficulties.     

Experiential and Affective Correlates of Math Anxiety in Adult Women

Mathematics anxiety has been discussed as one of the factors contributing to poor mathematics performance, especially among women. Although many programs have been developed for its treatment, little research has been conducted concerning its correlates. The present study examines correlates of mathematics anxiety among the 69 female participants in a program designed to help individuals overcome their fears and become more competent in mathematics. Results indicate the following: (a) that mathematics anxiety in program participants is highly correlated with other academically relevant anxiety scales, (b) that test anxiety and self-estimated mathematics ability are the most important variables in the prediction of mathematics anxiety, and (c) that mathematics anxiety and high school mathematics preparation are the most important variables in the prediction of arithmetic performance.     

Pain anxiety among chronic pain patients: specific phobia or manifestation of anxiety sensitivity?

Rather than viewing anxiety among chronic pain patients as simply a component of negative affectivity, investigators have developed a model of "pain anxiety" in which patients develop fear and avoidance of activity linked to pain. We examined whether pain anxiety can be conceptualized as a specific phobia, or whether evidence supported the notion that pain anxiety is better understood as a manifestation of anxiety sensitivity in the context of chronic pain. Chronic musculoskeletal pain patients (N=70) underwent cold pressor and mental arithmetic tasks while cardiovascular, self-report, and behavior indexes were recorded. They completed measures of pain anxiety, anxiety sensitivity, fear of negative evaluation, depression and trait anxiety. Correlation analyses showed pain anxiety was related to pain-relevant responses during cold pressor, but it was also related to evaluation-relevant responses during cold pressor, and to pain- and evaluation-relevant responses (including subtraction accuracy) during mental arithmetic. Regression analyses showed that almost all effects of pain anxiety on task responses were accounted for by anxiety sensitivity. Fear of negative evaluation, in contrast, correlated only with evaluation-relevant responses, and mostly during mental arithmetic. These effects remained significant when depression, trait anxiety, or anxiety sensitivity were statistically controlled. Pain anxiety may be an expression of anxiety sensitivity rather than a circumscribed phobia; a distinction that could profitably guide treatment strategies.     

成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用

采用问卷法对708名小学高年级学生进行调查,以考察成就目标定向、学业拖延、数学焦虑与数学学习投入之间的关系,结果显示：（1）掌握定向和表现-接近定向均能直接正向预测数学学习投入,而表现-回避定向的直接预测作用不显著;（2）掌握定向、表现-接近定向和表现-回避定向均能通过学业拖延来间接预测数学学习投入;（3）掌握定向和表现-回避定向均能通过数学焦虑来间接预测数学学习投入,但表现-接近定向不能通过数学焦虑来间接预测数学学习投入;（4）三种成就目标定向均能通过学业拖延经数学焦虑的多重中介作用来预测数学学习投入。这表明成就目标定向不仅能直接预测,还能通过学业拖延和数学焦虑的多重中介作用,来间接预测小学生数学学习投入。     

社会偏好中的框架效应

社会偏好中的框架效应是指, 个体在决策中受到选择方案框架形式的影响而表现出合作、互惠及利他行为及倾向改变的现象, 是框架效应在社会偏好领域的运用。预期理论、错误知觉说、心理动力模型、情绪维护理论以及解释水平理论分别从价值函数、知觉偏差、内部心理动力、情绪及认知表征角度解释了社会偏好中的框架效应, 心理距离、价值取向、人格特质和文化等因素对社会偏好中的框架效应具有重要影响。未来的研究需要从社会偏好中的框架效应的心理机制与神经机制、研究范式及外部效度改进等方面作进一步探讨。     

Mathematics anxiety affects counting but not subitizing during visual enumeration

Individuals with mathematics anxiety have been found to differ from their non-anxious peers on measures of higher-level mathematical processes, but not simple arithmetic. The current paper examines differences between mathematics anxious and non-mathematics anxious individuals in more basic numerical processing using a visual enumeration task. This task allows for the assessment of two systems of basic number processing: subitizing and counting. Mathematics anxious individuals, relative to non-mathematics anxious individuals, showed a deficit in the counting but not in the subitizing range. Furthermore, working memory was found to mediate this group difference. These findings demonstrate that the problems associated with mathematics anxiety exist at a level more basic than would be predicted from the extant literature.