Working memory, math performance, and math anxiety

By M. Ashcraft, J. Krause. Psychonomic Bulletin & Review, 2007

769 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b9882a31ce769ddce40c3a1175341d4b27fcb315

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Citations in the corpus

Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety (2017, neutral): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. with a high working memory load (Ashcraft & Krause, 2007).”
Are there gender differences in cognitive reflection? Invariance and differences related to mathematics (2018, background): “This might be interpreted as a strategy to avoid the uncomfortable situation of having to solve numerical problems (see e.g., Ashcraft & Krause, 2007).”
Math Performance and Its Relationship to Math Anxiety and Metacognition (2009, background): “A number of potential issues have been explored, such as individual differences in working memory capacity as well as the nature of the math problems themselves (Ashcraft & Krause, 2007; Beilock & Carr, 2005).”
Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance (2018, background): “Supporting this notion, Ashcraft and Krause (2007) demonstrated that the performance on a standardized math achievement test varies as a function of math anxiety.”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “For some time, there has been an interesting discussion around whether children have the cognitive sophistication to adequately report their feelings about math anxiety (Ashcraft & Krause, 2007; Ganley & McGraw, 2016; Vukovic, Kieffer, et al., 2013).”
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School (2013, background): “Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children.”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “One theory for the mechanism is the overloading of working memory, as the subject is preoccupied with mathematics fears and anxieties (Ashcraft and Krause 2007 ; Rubinstein and Tannock 2010 ).”
The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “Researchers consistently conclude that high anxiety negatively relates to performance, including that in mathematics (e.g., Ashcraft & Kirk, 2001; Ashcraft & Krause, 2007; Beilock, 2008; Cassady & Johnson, 2002; Eysenck, Derakshan, Santos, & Calvo, 2007).”
Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety (2013, background): “…emotions accompanying math anxiety is critical to increasing student participation in higher mathematics education, increasing mathematics competencies, and supporting math-related career decisions in science, technology, engineering, and mathematics (STEM) disciplines (Ashcraft & Krause, 2007).”
Learning mathematics through algorithmic and creative reasoning (2014, result): “The hypothesis was confirmed and is in line with those from many studies that have investigated the relationship between cognition and school achievements (e.g., Alloway & Alloway, 2010; Andersson, 2008; Ashcraft & Krause, 2007).”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “Referring to younger people in particular, MA has been identified as a prominent cause ofmath difficulties (Ashcraft & Krause, 2007): studentswithmore severe MA, generally identified as feeling tense, fearful and apprehensive about mathematics (Richardson & Suinn, 1972; Tobias, 1993; Zeidner &…”
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “In short, math anxiety becomes a hindrance to analytical reasoning when working memory is consumed with attempts to control the anxiety rather than manipulating quantities (Ashcraft & Krause, 2007).”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, background): “Ashcraft and colleagues postulated that high mathematics anxiety works like a dual task, reducing working memory resources (Ashcraft & Kirk, 2001; Ashcraft & Krause, 2007).”