Age-related differences in how negative emotions influence arithmetic performance

Lallement, Camille; Lemaire, Patrick

doi:10.1080/02699931.2021.1967884

Cited by 14 publications

(44 citation statements)

References 78 publications

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“…It is consistent with previous correlational findings showing that high-math anxious individuals have poorer performance than low-math individuals 21,22,[33][34][35] . The present findings are also consistent with previous results showing deleterious effects of negative emotions while adults accomplish many cognitive tasks in general [1][2][3] or solve arithmetic problems in particular 27,28,[30][31][32]50,51 . This study generalizes deleterious effects of negative emotions to 8-15 year-old participants and specifies how these effects change with age.…”

Section: Discussionsupporting

confidence: 93%

“…or to estimate the results of two-digit multiplication problems (e.g., which estimate is closer to the correct product of 42 × 57, 2000 or 3000? ), they obtained poorer performance on problems displayed superimposed on emotionally negative than on emotionally neutral images [27][28][29][30][31][32] .In children, like in adults, math anxiety correlates with math performance, as early as pre-elementary and elementary schools [33][34][35][36][37][38] . Also, like in adults, children's math performance decreases under pressures 39 , and is better with increased knowledge in emotions 40 .…”

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confidence: 99%

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Emotions and arithmetic in children

Lemaire

2022

Sci Rep

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How do negative emotions influence arithmetic performance and how such influence changes with age during childhood? To address these issues, I used a within-trial emotion induction procedure while children solve arithmetic problems. More specifically, 8–15 year-old participants (N = 207) solved arithmetic problems (8 + 4 = 13. True? False?) that were displayed superimposed on emotionally negative or neutral pictures. The main results showed (a) poorer performance in emotionally negative conditions in all age groups, (b) larger deleterious effects of negative emotions on harder problems, (c) decreased effects of emotions as children grow older, and (d) sequential carry-over effects of emotions in all age groups such that larger decreased performance under emotion condition relative to neutral condition occurred on current trials immediately preceded by emotional trials. These findings have important implications for furthering our understanding of how emotions influence arithmetic performance in children and how this influence changes during childhood.

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Section: Discussionsupporting

confidence: 93%

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confidence: 99%

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Emotions and arithmetic in children

Lemaire

2022

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“…In Experiment 1 (explicit priming), under fear and neural priming conditions, individuals’ estimation ACC and RT showed no significant difference, which was inconsistent with our hypothesis. In a recent study [ 13 ], participants were asked to complete the two-digit multiplication estimation task under neutral or negative priming conditions by freely adopting RD or RU strategy. The results showed that participants’ estimation ACC showed no significant difference under neutral and negative priming conditions, which supported our findings.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have carried out in-depth research on estimation strategy selection, and they found that the performance efficiency of estimation strategy selection is influenced by multiple factors, such as age [ 3 , 4 , 5 ], effects of prior-task failure/success [ 6 , 7 ], mathematics achievement [ 8 ], stereotype [ 9 ], working memory [ 10 , 11 ], and emotions [ 12 , 13 ] such as math anxiety. In particular, numerous studies have looked at the relationship between math anxiety and math performance and demonstrated a negative correlation between the two [ 14 , 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

Zhu

Zhao

Han

et al. 2022

IJERPH

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The present study explored the role of snapshot emotional priming and math anxiety in estimation strategy selection. Participants were asked to complete a two-digit multiplication estimation task (e.g., 34 × 67) under explicit (Experiment 1) and implicit (Experiment 2) snapshot emotional priming conditions by freely choosing to use DU (down-up, e.g., doing 30 × 70 = 2100 for 34 × 67) or UD (up-down, e.g., doing 40 × 60 = 2400 for 34 × 67) strategies to arrive as close as possible to the correct answer. In Experiment 1, individuals’ estimation performance was positively influenced by explicit happy priming (shorter RT (reaction time)), while not affected by explicit fear priming. In Experiment 2, individuals’ estimation ACC (accuracy) when using the UD strategy was negatively affected by both implicit happy and fear priming, but their RT when using DU and UD strategies was positively impacted by implicit happy priming. In both experiments, the correlations between math anxiety and estimation performance (ACC, RT, and strategy selection adaptivity) was not significant. The present study suggests that fear priming was not always detrimental to individuals’ estimation performance, and happy priming did not always universally improve individuals’ estimation performance. Additionally, estimation strategy selection was not influenced by math anxiety.

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Mathematical problem solving is modulated by word priming

Zhu,

Zhang,

Lyu

et al. 2024

PsyCh Journal

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This study aimed to explore the influence of word priming on mathematical problem solving. In two experiments, participants were required to finish multiplication estimation tasks with a specified estimation strategy under different word priming conditions (Experiment 1: concrete words vs. Experiment 2: abstract words). The results showed that: (1) under the concrete word priming condition, in comparison to neutral, positive word priming improved accuracies (ACCs) when using a down‐up strategy (e.g., doing 40 × 80 = 3200 for 43 × 78), while both positive and negative word priming reduced reaction time (RT); (2) under the abstract word priming condition, both positive and negative (vs. neutral) abstract word priming reduced RTs, while individuals’ ACCs of completing the estimation task were not influenced by valence. The present study showed that whether concrete words or abstract words were adopted as experimental stimuli, participants’ performance of completing mathematical problems was modulated by the valence of the priming word, which led us to develop a better understanding of how arithmetic performance is influenced by word processing.

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Age-related differences in how negative emotions influence arithmetic performance

Cited by 14 publications

References 78 publications

Emotions and arithmetic in children

Emotions and arithmetic in children

Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

Mathematical problem solving is modulated by word priming

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