A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

Hart, Sara A.; Logan, Jessica; Thompson, Lee A.; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

doi:10.1037/edu0000045

Cited by 55 publications

(47 citation statements)

References 68 publications

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“…For instance, a decreased performance in symbolic magnitude processing was observed in high-math anxious adults by Núñez-Peña and Suárez-Pellicioni [81] and by Maloney and colleagues [71,72], who additionally found that WM intervened as a mediator in the relation between symbolic skills and math anxiety. In contrast, no significant association emerged between math anxiety in the few studies that adopted non-symbolic tasks to assess magnitude processing in children [43,47]. Finally, in a study with young adolescents, none significant relation with math anxiety surfaced either with symbolic or non-symbolic estimation acuity [112].…”

Section: The Relation Between Cognitive and Affective Factorsmentioning

confidence: 78%

“…The finding related to the mediating role of the ANS measure of approximate addition is indeed more innovative, given that the few studies targeting the relation between ANS and anxiety had different aims, and mainly focused on math anxiety rather than on general anxiety (e.g., [43,47,112]). Importantly, and different from our findings, the majority of prior studies did not observe any significant involvement of the ANS components, at least when expressed by non-symbolic skills.…”

Section: Relation Between Cognitive and Affective Components In Determentioning

confidence: 99%

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The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Cargnelutti

Tomasetto

Passolunghi

2017

Trends in Neuroscience and Education

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Performing math tasks is a complex process that requires the recruitment of many cognitive and affective factors. Research on the interplay between cognitive and affective factors associated with math ability is surprisingly scarce in primary school children. In the present study, we examined the contribution of both general and mathspecific anxiety to math performance in a large sample of second-grade schoolchildren, and also their relation with different measures of both domain-general (i.e., spatial and verbal working memory, intelligence) and domain-specific cognitive correlates of math ability (i.e., different skills tapping the approximate number system, ANS). Results revealed a negative relation between general anxiety (but not math anxiety) and math performance, beyond the contribution of the cognitive abilities. Importantly, specific components of both verbal working memory (i.e., digit span) and ANS (i.e., approximate addition) mediated the relation between general anxiety and math performance. The educational implications of these findings are discussed.

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Section: The Relation Between Cognitive and Affective Factorsmentioning

confidence: 78%

Section: Relation Between Cognitive and Affective Components In Determentioning

confidence: 99%

The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Cargnelutti

Tomasetto

Passolunghi

2017

Trends in Neuroscience and Education

View full text Add to dashboard Cite

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“…The resulting sample was predominantly Caucasian (greater than 90%) and comprised a wide range of SES. Twins were assessed on a range of cognitive skills over 7 years and 9 waves of testing (Hart et al, 2015). …”

Section: Methodsmentioning

confidence: 99%

Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies

2016

Self Cite

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Numerous twin studies have been published examining the genetic and environmental etiology of reading comprehension, though the etiological estimates may be influenced currently unidentified sample conditions (e.g., Tucker-Drob & Bates, 2015). The purpose of the current meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators that may be influencing these estimates. Results revealed an average heritability estimate of h2 = .59, with significant variation in estimates across studies, suggesting potential moderation. Heritability was moderated by publication year, grade level, project, zygosity determination method, and response type. The average shared environmental estimate was c2 = .16, with publication year, grade and zygosity determination method acting as significant moderators. These findings support the large role of genetic influences on reading comprehension, and a small but significant role of shared environmental influences. The significant moderators of etiological influences within the current synthesis suggest our interpretation of how genes and environment influence reading comprehension should reflect aspects of study and sample.

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“…Some recent work investigating mathematical development through a neuroconstructivist lens (e.g., Ref ) serves as a useful example of how a more integrative approach could inform our understanding of spatial development and sex differences in spatial thinking. Hart and colleagues used a latent class analysis in a large twin study to explore familial transmission—representing shared genes and environments—of different profiles of cognitive and affective correlates of math achievement in 12‐year olds.…”

Section: Factors Contributing To Sex Differences In Spatial Skillmentioning

confidence: 99%

Sex differences in spatial cognition: advancing the conversation

Levine

Foley

Lourenco

et al. 2016

WIRES Cognitive Science

148

127

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The existence of a sex difference in spatial thinking, notably on tasks involving mental rotation, has been a topic of considerable research and debate. We review this literature, with a particular focus on the development of this sex difference, and consider four key questions: (1) When does the sex difference emerge developmentally and does the magnitude of this difference change across development? (2) What are the biological and environmental factors that contribute to sex differences in spatial skill and how might they interact? (3) How malleable are spatial skills, and is the sex difference reduced as a result of training? and (4) Does 'spatializing' the curriculum raise the level of spatial thinking in all students and hold promise for increasing and diversifying the STEM pipeline? Throughout the review, we consider promising avenues for future research.

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A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

Cited by 55 publications

References 68 publications

The interplay between affective and cognitive factors in shaping early proficiency in mathematics

The interplay between affective and cognitive factors in shaping early proficiency in mathematics

Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies

Sex differences in spatial cognition: advancing the conversation

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