| 1. |
- Eriksson, Kimmo, 1967-, et al.
(författare)
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Encoding of Numerical Information in Memory : Magnitude or Nominal?
- 2017
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Ingår i: Journal of Numerical Cognition. - : The Mathematical Cognition and Learning Society. - 2363-8761. ; 3:1, s. 58-76
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Tidskriftsartikel (refereegranskat)abstract
- In studies of long-term memory of multi-digit numbers the leading digit tends to be recalled correctly more often than less significant digits, which has been interpreted as evidence for an analog magnitude encoding of the numbers. However, upon closer examination of data from one of these studies we found that the distribution of recall errors does not fit a model based on analog encoding. Rather, the data suggested an alternative hypothesis that each digit of a number is encoded separately in long-term memory, and that encoding of one or more digits sometimes fails due to insufficient attention in which case they are simply guessed when recall is requested, with no regard for the presented value. To test this hypothesis of nominal encoding with value-independent mistakes, we conducted two studies with a total of 1,080 adults who were asked to recall a single piece of numerical information that had been presented in a story they had read earlier. The information was a three-digit number, manipulated between subjects with respect to its value (between 193 and 975), format (Arabic digits or words), and what it counted (baseball caps or grains of sand). Results were consistent with our hypothesis. Further, the leading digit was recalled correctly more often than less significant digits when the number was presented in Arabic digits but not when the number was presented in words; our interpretation of this finding is that the latter format does not focus readers’ attention on the leading digit.
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| 3. |
- Sammallahti, Ellen, et al.
(författare)
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A meta-analysis of math anxiety interventions
- 2023
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Ingår i: Journal of Numerical Cognition. - : Leibniz Institute for Psychology (ZPID). - 2363-8761. ; 9:2, s. 346-362
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Tidskriftsartikel (refereegranskat)abstract
- The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g =-0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
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