The relationships among working memory, math anxiety, and performance
The relationships among working memory, math anxiety, and performance
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DOI：
10.1037/0096-3445.130.2.224
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发表时间：
2001-06-01
影响因子：
4.1
通讯作者：
Kirk, EP
中科院分区：
文献类型：
--
作者：
Ashcraft, MH;Kirk, EP
高度数学焦虑的个体表现出较小的工作记忆广度，尤其是在以计算为基础的广度任务进行评估时。当脑力加法与记忆负荷任务同时进行时，工作记忆容量的减少导致反应时间和错误的显著增加。减少的效果也推广到工作内存密集型转换任务。总体而言，结果表明，个体差异变量，数学焦虑，会影响在线数学相关任务的表现，这种影响是工作记忆的短暂中断。作者认为这种效应背后可能存在一种机制——中央执行过程的中断，并建议个体差异变量，如数学焦虑，值得更多的实证关注，特别是在评估工作记忆容量和功能方面。
Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect-disruption of central executive processes-and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.