Math Anxiety and Arithmetic Learning: Evidence for Impaired Procedural Learning and Enhanced Retrieval Learning

被引:1
作者
Fioriti, Cynthia Marie [1 ]
Pizzie, Rachel G. [1 ,2 ]
Evans, Tanya M. [3 ]
Green, Adam E. [1 ]
Lyons, Ian M. [1 ]
机构
[1] Georgetown Univ, Dept Psychol, 3700 O St Northwest, Washington, DC 20057 USA
[2] Gallaudet Univ, Educ Neurosci Program, Washington, DC USA
[3] Univ Virginia, Sch Educ & Human Dev, Charlottesville, VA USA
基金
美国国家卫生研究院; 美国国家科学基金会;
关键词
math anxiety; retrieval learning; procedural learning; declarative memory; procedural memory; WORKING-MEMORY; MATHEMATICS ANXIETY; PERFORMANCE; SLEEP; HIPPOCAMPUS; ACQUISITION; TRANSITION; ATTENTION; KNOWLEDGE; CIRCUITS;
D O I
10.1037/xlm0001453
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Previous research has shown that high math anxiety (HMA) detrimentally impacts math performance; however, limited work has examined how math anxiety may impact math learning. The present study drew on our understanding of disparate long-term learning and memory systems to provide a framework for how HMA potentially disrupts specific types of math learning. Adult participants completed unfamiliar multiplication trials (e.g., 219 x 4 = ?) in two sessions across consecutive days. Repeated problems enabled retrieval arithmetic learning by repeating the same four problems a total of 72 times each (288 total trials). Unrepeated problems enabled procedural arithmetic learning by repeating a consistent problem structure but without ever repeating a specific problem (288 total trials). HMA subjects (HMAs) showed impaired learning of unrepeated problems suggesting that math anxiety may have disrupted procedural math learning. Conversely, learning of repeated problems was accelerated in HMAs relative to low math anxious subjects, suggesting enhanced retrieval learning. We interpret these results within the context of effort-avoidance and well-established learning and memory systems, suggesting that HMAs enhance effort on declarative memory-mediated retrieval learning possibly at the expense of efficiency gains in procedural memory-mediated learning of computational procedures. This work also suggests that the mechanisms linking math anxiety with math performance may differ in important ways from how math anxiety impacts math learning. Further, this work highlights the potential value of considering how math anxiety interacts with multiple types of math learning.
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页数:18
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