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Mammarella, IC, Caviola, S, Giofré, D and Borella, E (2017) Separating math from anxiety: The role of inhibitory mechanisms. Applied Neuropsychology: Child. ISSN 2162-2965
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Mammarella et al. - 2017 - Separating math from anxiety The role of inhibitory mechanisms.pdf - Accepted Version Download (544kB) | Preview |
Abstract
Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibition-related processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, that is, proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Applied Neuropsychology: Child on 7th July 2017, available online: http://www.tandfonline.com/10.1080/21622965.2017.1341836 |
| Uncontrolled Keywords: | Developmental dyscalculia; inhibitory mechanisms; mathematics anxiety; primary school children |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services |
| Divisions: | Natural Sciences and Psychology (closed 31 Aug 19) |
| Publisher: | Taylor & Francis |
| Related URLs: | |
| Date of acceptance: | 9 June 2017 |
| Date of first compliant Open Access: | 7 July 2018 |
| Date Deposited: | 11 Sep 2017 10:18 |
| Last Modified: | 04 Sep 2021 11:14 |
| DOI or ID number: | 10.1080/21622965.2017.1341836 |
| URI: | https://ljmu-9.eprints-hosting.org/id/eprint/7074 |
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