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Cognition, Calculation, and Emotion Regulation : = Building an Effective Math Anxiety Intervention in the Lab and in the Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Cognition, Calculation, and Emotion Regulation :/
Reminder of title:	Building an Effective Math Anxiety Intervention in the Lab and in the Classroom.
Author:	Pizzie, Rachel G.
Description:	1 online resource (293 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:	Dissertation Abstracts International79-10B(E).
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780438034648

Cognition, Calculation, and Emotion Regulation : = Building an Effective Math Anxiety Intervention in the Lab and in the Classroom.
Pizzie, Rachel G.

Cognition, Calculation, and Emotion Regulation :Building an Effective Math Anxiety Intervention in the Lab and in the Classroom. - 1 online resource (293 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.

Thesis (Ph.D.)--Dartmouth College, 2018.

Includes bibliographical references

Math anxiety, or negative affect associated with anticipating or doing mathematics, has been identified as a significant obstacle to achievement in STEM fields. These feelings of fear and tension impede cognitive processes related to mathematics, and as a result, math anxiety is associated with performance deficits in mathematics. In Aim 1, we explored cognitive changes in math anxiety associated with initial attentional processing of mathematics, and examined how working memory deficits influence neural indices of mathematical computation. In Study 1, in an fMRI paradigm, we investigated how numerical representations evoke aversive responses in MA individuals. MA individuals quickly disengage attention away from mathematical stimuli, and during mathematical trials, increased MA is associated with increased activity in the right amygdala. In Study 2, we explored how manipulation of task switching and cognitive load would influence brain activity and performance related to mathematical computations. In this fMRI study, we show that low MA individuals are able to quickly recruit brain regions associated with arithmetic whereas high MA indiviudals may show initial avoidance of math stimuli.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438034648Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Cognition, Calculation, and Emotion Regulation : = Building an Effective Math Anxiety Intervention in the Lab and in the Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
500 $a Adviser: David J.M. Kraemer.
502 $a Thesis (Ph.D.)--Dartmouth College, 2018.
504 $a Includes bibliographical references
520 $a Math anxiety, or negative affect associated with anticipating or doing mathematics, has been identified as a significant obstacle to achievement in STEM fields. These feelings of fear and tension impede cognitive processes related to mathematics, and as a result, math anxiety is associated with performance deficits in mathematics. In Aim 1, we explored cognitive changes in math anxiety associated with initial attentional processing of mathematics, and examined how working memory deficits influence neural indices of mathematical computation. In Study 1, in an fMRI paradigm, we investigated how numerical representations evoke aversive responses in MA individuals. MA individuals quickly disengage attention away from mathematical stimuli, and during mathematical trials, increased MA is associated with increased activity in the right amygdala. In Study 2, we explored how manipulation of task switching and cognitive load would influence brain activity and performance related to mathematical computations. In this fMRI study, we show that low MA individuals are able to quickly recruit brain regions associated with arithmetic whereas high MA indiviudals may show initial avoidance of math stimuli.
520 $a In Aim 2, we present evidence that fostering cognitive reappraisal as an emotion regulation technique facilitates improvements in math performance for MA individuals. In Study 3, we used fMRI to examine reappraisal during a math task. Across a large sample of adolescents and undergraduates, reappraisal was an effective strategy for improving math performance, correlating with increased recruitment of brain regions associated with both arithmetic processing and emotion regulation. In Study 4, we investigated how reappraisal influences a psychophysiological measure of emotion, skin conductance, for MA individuals. Results indicate that reappraisal attenuates the relationship between increased physiological arousal and math performance, such that math anxiety no longer impacts math performance, even at high levels of arousal. In Study 5, we utilized these previous findings in the laboratory to implement a classroom intervention in high school math classrooms. Across these studies examining physiological indices of negative emotion, neural substrates of affect and math computation, and academic performance in high school math classes, we find that reappraisal provides a promising method for remediation of the deficits caused by math anxiety.
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