Interactivity mitigates the impact of working memory depletion on mental arithmetic performance

被引：12
作者：
Vallée-Tourangeau F. [1 ]
Sirota M. [2 ]
Vallée-Tourangeau G. [3 ]
机构：
[1] Department of Psychology, Kingston University, Kingston-upon-Thames
[2] Department of Psychology, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ, Essex
[3] Department of Management, Kingston University, Kingston-upon-Thames
来源：
Cognitive Research: Principles and Implications | / 1卷 / 1期
关键词：
Articulatory suppression; Interactivity; Math anxiety; Mental arithmetic; Systemic cognition; Working memory;
D O I：
10.1186/s41235-016-0027-2
中图分类号：
学科分类号：
摘要：
Doing long sums in the absence of complementary actions or artefacts is a multistep procedure that quickly taxes working memory; congesting the phonological loop further handicaps performance. In the experiment reported here, participants completed long sums either with hands down – the low interactivity condition – or by moving numbered tokens – the high interactivity condition – while they repeated “the” continuously, loading the phonological loop, or not. As expected, interactivity and articulatory suppression substantially affected performance; critically, the effect of articulatory suppression was stronger in the low than in the high interactivity condition. In addition, an independent measure of mathematics anxiety predicted the impact of articulatory suppression on performance only in the low (not high) interactivity condition. These findings suggest that interactivity augmented overall or systemic working memory resources and diminished the effect of mathematics anxiety, underscoring the importance of characterizing the properties of the system as it is configured by the dynamic agent-environment coupling © 2016, The Author(s).
引用
收藏
相关论文
共 22 条
  • [1] Allen M., Vallee-Tourangeau F., Interactivity defuses the impact of maths anxiety in primary school children, International Journal of Science and Mathematics Education, 14, pp. 1553-1566, (2016)
  • [2] Ashcraft M.H., Math anxiety: Personal, educational and cognitive consequences, Current Directions in Psychological Research, 11, pp. 181-185, (2002)
  • [3] Ashcraft M.H., Krause J.A., Working memory, math performance, and math anxiety, Psychonomic Bulletin & Review, 14, pp. 243-248, (2007)
  • [4] Carey E., Hill F., Devine A., Szucs D., The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance, Frontiers in Psychology, 6, (2016)
  • [5] Carlson R.A., Avraamides M.N., Cary M., Strasberg S., What do the hands externalize in simple arithmetic?, Journal of Experimental Psychology Learning Memory and Cognition, 33, pp. 747-756, (2007)
  • [6] DeStefano D., LeFevre J., The role of working memory in mental arithmetic, European Journal of Cognitive Psychology, 16, pp. 353-386, (2004)
  • [7] Furst A.J., Hitch G.J., Separate roles for executive and phonological components of working memory in mental arithmetic, Memory & Cognition, 28, pp. 774-782, (2000)
  • [8] Goldin-Meadow S., Nusbaum H., Kelly S.D., Wagner S., Explaining math: Gesturing lightens the load, Psychological Science, 12, pp. 516-522, (2001)
  • [9] Guthrie L.G., Mayer J.K., Vallee-Tourangeau F., The hands that guide the thinking: Interactivity in mental arithmetic, Proceedings of the Thirty-sixth Annual Conference of the Cognitive Science Society, pp. 3014-3019, (2014)
  • [10] Hunt T.E., Clark-Carter D., Sheffield D., The development and part validation of a UK scale for mathematics anxiety, Journal of Psychoeducational Assessment, 29, pp. 455-466, (2011)
123