About the Math Performance in Stressful Situations
DOI:
https://doi.org/10.59890/ijarss.v1i1.306Keywords:
Math Problem Solving, Math Anxiety, Pressure, Stereotype ThreatAbstract
Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environ- ment can adverselyaffect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situation creates worries about the situation and its consequences that compete for the working memory (WM) normally available for performance. Consequently, the performance of individuals who rely most heavily on WM for successful execution (i.e., higher-WM individuals) is most likely to decline when the pressure is on.
References
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Gimmig, D., Huguet, P., Caverni, J.P., & Cury, F. (2006). Choking under pressure and working memory capacity: When performance pressure reduces fluid intelligence (Gf). Psychonomic Bulletin & Review, 13, 1005–1010.
Hyde, J.S., Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bul- letin, 107, 139–155.
Imbo, I., Vandierendonck, A., & Verguewe, E. (2007). The role of working memory in carrying and borrowing. Psychological Re- search, 71, 467–483.
Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: University Press.
Steele, C.M. (1997). A threat in the air: How stereotypes shape intel- lectual identity and performance. American Psychologist, 52, 613– 629.
Trbovich, P.L., & LeFevre, J. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738–745.
Ashcraft, M.H., & Kirk, E.P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224–237.
Beilock, S.L., & Carr, T.H. (2001). On the fragility of skilled perfor- mance: What governs choking under pressure? Journal of Exper- imental Psychology: General, 130, 701–725.
Beilock, S.L., & Carr, T.H. (2005). When high-powered people fail: Working memory and ‘‘choking under pressure’’ in math. Psy- chological Science, 16, 101–105.
Beilock, S.L., & DeCaro, M.S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of Exper- imental Psychology: Learning, Memory, & Cognition, 33, 983– 998.
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Gimmig, D., Huguet, P., Caverni, J.P., & Cury, F. (2006). Choking under pressure and working memory capacity: When performance pressure reduces fluid intelligence (Gf). Psychonomic Bulletin & Review, 13, 1005–1010.
Hyde, J.S., Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bul- letin, 107, 139–155.
Imbo, I., Vandierendonck, A., & Verguewe, E. (2007). The role of working memory in carrying and borrowing. Psychological Re- search, 71, 467–483.
Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: University Press.
Steele, C.M. (1997). A threat in the air: How stereotypes shape intel- lectual identity and performance. American Psychologist, 52, 613– 629.
Trbovich, P.L., & LeFevre, J. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738–745.
Gimmig, D., Huguet, P., Caverni, J.P., & Cury, F. (2006). Choking under pressure and working memory capacity: When performance pressure reduces fluid intelligence (Gf). Psychonomic Bulletin & Review, 13, 1005–1010.
Hyde, J.S., Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bul- letin, 107, 139–155.
Imbo, I., Vandierendonck, A., & Verguewe, E. (2007). The role of working memory in carrying and borrowing. Psychological Re- search, 71, 467–483.
Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: University Press.
Steele, C.M. (1997). A threat in the air: How stereotypes shape intel- lectual identity and performance. American Psychologist, 52, 613– 629.
Trbovich, P.L., & LeFevre, J. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738–745.
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