Implications of neural integration of math and spatial experiences for math ability and math anxiety.

Mathematical and spatial abilities are positively related at both the behavioral and neural levels. Much of the evidence illuminating this relationship comes from classic laboratory-based experimental methods focused on cognitive performance despite most individuals also experiencing math and space in other contexts, such as in conversations or lectures. To broaden our understanding of math-space integration in these more commonplace situations, we used an auditory memory-encoding task with stimuli whose content evoked a range of educational and everyday settings related to math or spatial thinking.

Ordinal processing differences between children with persistent dyscalculia and typically performing children.

Ordinal number processing skills are important for adults and children. Recent work demonstrates that children have difficulty with judging the ordinality of sequences that are in-order but do not match the typical count-list (i.e.

Ligand Equilibrium Influences Photoluminescence Blinking in CsPbBr: A Change Point Analysis of Widefield Imaging Data.

Photoluminescence intermittency remains one of the biggest challenges in realizing perovskite quantum dots (QDs) as scalable single photon emitters. We compare CsPbBr QDs capped with different ligands, lecithin, and a combination of oleic acid and oleylamine, to elucidate the role of surface chemistry on photoluminescence intermittency. We employ widefield photoluminescence microscopy to sample the blinking behavior of hundreds of QDs.

It is a "small world": Relations between performance on five spatial tasks and five mathematical tasks in undergraduate students.

One of the most robust relations in cognition is that between spatial and mathematical reasoning. One important question is whether this relation is domain general or if specific relations exist between performance on different types of spatial tasks and performance on different types of mathematical tasks. In this study, we explore unique relations between performance on five spatial tasks and five mathematical tasks.

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing.

Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated.

Investigating links between creativity anxiety, creative performance, and state-level anxiety and effort during creative thinking.

Identifying ways to enable people to reach their creative potential is a core goal of creativity research with implications for education and professional attainment. Recently, we identified a potential barrier to creative achievement: creativity anxiety (i.e.

Connectome-based predictive modeling indicates dissociable neurocognitive mechanisms for numerical order and magnitude processing in children.

Symbolic numbers contain information about their relative numerical cardinal magnitude (e.g., 2 < 3) and ordinal placement in the count-list (e.

Does anxiety explain why math-anxious people underperform in math?

Math-anxious people consistently underperform in math. The most widely accepted explanation for why this underperformance occurs is that math-anxious people experience heightened anxiety when faced with math, and this in-the-moment anxiety interferes with performance. Surprisingly, this explanation has not been tested directly.

Evidence for avoidance tendencies linked to anxiety about specific types of thinking.

Anxieties that are specific to a particular kind of thinking have been demonstrated for a variety of cognitive domains. One hypothesized consequence of these anxieties is reduced interest in pursuing activities and, consequentially, careers that involve the type of thinking in question in an effort to avoid engaging in that type of thinking. There is little research addressing this avoidance hypothesis, possibly because it is difficult to categorize pursuits as objectively "creative" or "spatial".

Transfer from spatial education to verbal reasoning and prediction of transfer from learning-related neural change.

Current debate surrounds the promise of neuroscience for education, including whether learning-related neural changes can predict learning transfer better than traditional performance-based learning assessments. Longstanding debate in philosophy and psychology concerns the proposition that spatial processes underlie seemingly nonspatial/verbal reasoning (mental model theory). If so, education that fosters spatial cognition might improve verbal reasoning.

Testing the specificity of links between anxiety and performance within mathematics and spatial reasoning.

Anxiety within the domains of math and spatial reasoning have consistently been shown to predict performance within those domains. However, little work has focused on how specific these associations are. Across two studies, we systematically tested the degree of specificity in relations between anxiety and performance within math and spatial reasoning.

Extending ideas of numerical order beyond the count-list from kindergarten to first grade.

Ordinal processing plays a fundamental role in both the representation and manipulation of symbolic numbers. As such, it is important to understand how children come to develop a sense of ordinality in the first place. The current study examines the role of the count-list in the development of ordinal knowledge through the investigation of two research questions: (1) Do K-1 children struggle to extend the notion of numerical order beyond the count-list, and if so (2) does this extension develop incrementally or manifest as a qualitative re-organization of how children recognize the ordinality of numerical sequences.

From Counting to Retrieving: Neural Networks Underlying Alphabet Arithmetic Learning.

This fMRI study aimed at unraveling the neural basis of learning alphabet arithmetic facts, as a proxy of the transition from slow and effortful procedural counting-based processing to fast and effortless processing as it occurs in learning addition arithmetic facts. Neural changes were tracked while participants solved alphabet arithmetic problems in a verification task (e.g.

First-year students' math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability.

Math anxiety is widely considered a potential barrier to success in STEM. Current thinking holds that math anxiety is directly linked to avoidance of and underperformance in STEM domains. However, past evidence supporting these claims is limited in important ways.

Rules of order: Evidence for a novel influence on ordinal processing of numbers.

Research on how people process numerical order carries implications for our theoretical understanding of what a number means and our practical understanding of the foundation upon which more sophisticated mathematics is built. Current thinking posits that ordinal processing of numbers is linked to repeated practice with the integer count list, but the mechanisms underlying this link remain unclear. For instance, in standard ordinal verification paradigms, participants more rapidly and accurately verify that count-list sequences (e.

Connectome-Based Predictive Modeling of Creativity Anxiety.

While a recent upsurge in the application of neuroimaging methods to creative cognition has yielded encouraging progress toward understanding the neural underpinnings of creativity, the neural basis of barriers to creativity are as yet unexplored. Here, we report the first investigation into the neural correlates of one such recently identified barrier to creativity: anxiety specific to creative thinking, or creativity anxiety (Daker et al., 2019).

The relation between subitizable symbolic and non-symbolic number processing over the kindergarten school year.

A long-standing debate in the field of numerical cognition concerns the degree to which symbolic and non-symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and non-symbolic quantities may be processed more similarly within, relative to outside of, the subitizing range.

Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts.

Creative thinking drives progress not only in the arts but also, and perhaps especially, in the fields of science, technology, engineering, and mathematics, and it is expected to become even more valuable than technical skill as artificial intelligence outpaces human cognition. Fostering creative thinkers has become a primary focus of educators. Educationally relevant anxieties, like math anxiety, have been shown to substantially impact specific forms of achievement and engagement, both in school and in career pursuits.

Distinguishing between cognitive explanations of the problem size effect in mental arithmetic via representational similarity analysis of fMRI data.

Not all researchers interested in human behavior remain convinced that modern neuroimaging techniques have much to contribute to distinguishing between competing cognitive models for explaining human behavior, especially if one removes reverse inference from the table. Here, we took up this challenge in an attempt to distinguish between two competing accounts of the problem size effect (PSE), a robust finding in investigations of mathematical cognition. The PSE occurs when people solve arithmetic problems and indicates that numerically large problems are solved more slowly and erroneously than small problems.

Numerical and Non-numerical Predictors of First Graders' Number-Line Estimation Ability.

Children's ability to map numbers into a spatial context has been shown to be a powerful predictor of math performance. Here, we investigate how three types of cognitive abilities - approximate number processing ability, symbolic number processing ability, and non-numerical cognitive abilities - predict 0-100 number-line estimation performance in first graders. While each type of measure predicts number-line performance when considered individually, when considered together, only symbolic number comparison and non-verbal reasoning predicted unique variance in number-line estimation.

Disentangling Neural Sources of Problem Size and Interference Effects in Multiplication.

Multiplication is thought to be primarily solved via direct retrieval from memory. Two of the main factors known to influence the retrieval of multiplication facts are problem size and interference. Because these factors are often intertwined, we sought to investigate the unique influences of problem size and interference on both performance and neural responses during multiplication fact retrieval in healthy adults.

What explains sex differences in math anxiety? A closer look at the role of spatial processing.

A large body of research has documented that females experience more math anxiety than males. Researchers have identified many factors that might explain the relation between sex and math anxiety. In the current study, we present a novel theoretical framework that highlights the importance of examining multiple aspects of processing across different cognitive domains.

Characterizing the neural coding of symbolic quantities.

How the brain encodes abstract numerical symbols is a fundamental question in philosophy and cognitive neuroscience alike. Here we probe the nature of symbolic number representation in the brain by characterizing the neural similarity space for symbolic quantities in regions sensitive to their semantic content. In parietal and occipital regions, the similarity space of number symbols was positively predicted by the lexical frequency of numerals in parietal and occipital areas, and was unrelated to numerical ratio.

More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule.

This study investigates gender differences in basic numerical skills that are predictive of math achievement. Previous research in this area is inconsistent and has relied upon traditional hypothesis testing, which does not allow for assertive conclusions to be made regarding nonsignificant findings. This study is the first to compare male and female performance (N = 1,391; ages 6-13) on many basic numerical tasks using both Bayesian and frequentist analyses.

Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

There is currently considerable discussion about the relative influences of evolutionary and cultural factors in the development of early numerical skills. In particular, there has been substantial debate and study of the relationship between approximate, nonverbal (approximate magnitude system [AMS]) and exact, symbolic (symbolic number system [SNS]) representations of number. Here we examined several hypotheses concerning whether, in the earliest stages of formal education, AMS abilities predict growth in SNS abilities, or the other way around.