PLoS One
Department of Behavioral Sciences Methodology, Faculty of Psychology, University of Barcelona, Barcelona, Spain; Department of Basic Psychology, Faculty of Psychology, University of Barcelona, Barcelona, Spain.
Published: October 2015
This study uses event-related brain potentials (ERPs) to investigate the electrophysiological correlates of numeric conflict monitoring in math-anxious individuals, by analyzing whether math anxiety is related to abnormal processing in early conflict detection (as shown by the N450 component) and/or in a later, response-related stage of processing (as shown by the conflict sustained potential; Conflict-SP). Conflict adaptation effects were also studied by analyzing the effect of the previous trial's congruence in current interference. To this end, 17 low math-anxious (LMA) and 17 high math-anxious (HMA) individuals were presented with a numerical Stroop task. Groups were extreme in math anxiety but did not differ in trait or state anxiety or in simple math ability. The interference effect of the current trial (incongruent-congruent) and the interference effect preceded by congruence and by incongruity were analyzed both for behavioral measures and for ERPs. A greater interference effect was found for response times in the HMA group than in the LMA one. Regarding ERPs, the LMA group showed a greater N450 component for the interference effect preceded by congruence than when preceded by incongruity, while the HMA group showed greater Conflict-SP amplitude for the interference effect preceded by congruence than when preceded by incongruity. Our study showed that the electrophysiological correlates of numeric interference in HMA individuals comprise the absence of a conflict adaptation effect in the first stage of conflict processing (N450) and an abnormal subsequent up-regulation of cognitive control in order to overcome the conflict (Conflict-SP). More concretely, our study shows that math anxiety is related to a reactive and compensatory recruitment of control resources that is implemented only when previously exposed to a stimuli presenting conflicting information.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4053379 | PMC |
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0099579 | PLOS |
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Department of Neuroscience, Psychology, Pharmacology and Child Health (NEUROFARBA), University of Florence, Florence, Italy.
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Department of Psychology, Centre for Neuroscience in Education, University of Cambridge, Cambridge, UK.
Math anxiety (MA) is a prevalent academic anxiety that can affect student mental health and academic performance worldwide. Using a very large sample of students in grades 7 to 10 (N = 7172) in Qatar, the present study examined the associations among gender, math anxiety, and attitudes towards Science, Technology, Engineering, and Mathematics (STEM). In addition, the factorial structure of the "Student Attitudes towards STEM Survey" (STEM-S) was examined.
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School of Psychology, Guizhou Normal University, Huaxi University Town, Guiyang, Guizhou, 550025, China.
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School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, P.O. Box 446, Jounieh, Lebanon.
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