# Erin A. MaloneyUniversity of Ottawa · School of Psychology

Erin A. Maloney

## About

42

Publications

29,821

Reads

**How we measure 'reads'**

A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more

2,499

Citations

Introduction

**Skills and Expertise**

## Publications

Publications (42)

Children’s understanding of the base-ten numeration system relies on the coordination of multiple levels of units (e.g., when the unit is 1, there are 10 units in ten; when the unit is a group of 10, there are 10 units in one hundred; Norton & Boyce, 2015). We investigated the effect of making units (i.e., denominations of ones, tens, and hundreds)...

Anxiety within the domains of math and spatial reasoning have consistently been shown to predict performance within those domains. However, little work has focused on how specific these associations are. Across two studies, we systematically tested the degree of specificity in relations between anxiety and performance within math and spatial reason...

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that di...

Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy...

Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabula...

Females tend to be more anxious than males while engaging in mathematics, which has been linked to lower math performance and higher math avoidance. A possible repercussion of this gender difference is the underrepresentation of females in STEM fields (science, technology, engineering, and math), as math competencies are an essential part of succee...

This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actiona...

In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All familie...

Math anxiety is a common correlate of math performance for adults. Research on young chil- dren’s emotional reactions to math is limited, but critical for determining how math anxiety develops. Students (N=244) completed math measures (i.e., number comparison, arithmetic fluency, and math problem solving) and math anxiety assessments twice, in grad...

A solid foundation in math is important for children’s long‐term academic success. Many factors influence children’s math learning ‐ including the math content students are taught in school, the quality of their instruction, and the math attitudes of students’ teachers. Using a large and diverse sample of first‐grade students (n = 551), we conducte...

In two separate studies, we examined the relation between parents’ math anxiety and their perceptions of their math homework-helping interactions with their children. Specifically, we surveyed parents of children in Grades 1–6 across North America on the time they spend helping their child with their math homework and the level of confidence, confl...

In four experiments, we explore the role that verbal WM plays in numerical comparison. Experiment 1 demonstrates that verbal WM load differentially impacts the two most common variants of numerical comparison tasks, evidenced by distinct modulation of the size of the numerical distance effect (NDE). Specifically, when comparing one Arabic digit to...

There exists a large body of literature seeking to understand the relation between math anxiety and success in mathematics. While most of this literature focuses on domain specific relations (i.e., how math anxiety impacts thinking about mathematics), in the current work we examine important relations between math anxiety and domain general factors...

Spatial skills are a strong predictor of achievement and pursuit of employment in STEM fields. However, some individuals experience anxiety arising from situations that require performing spatial tasks in an evaluative context, and as a result, may avoid spatial related mental activities and exposure to spatially relevant experiences. We sought to...

Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children’s reading affect-–particularly anxiety-–and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school ye...

Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety, characteristic...

School-entry math achievement is a strong predictor of math achievement through high school. We ask whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st- and 2nd-grad...

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it rema...

Mathematical anxiety (MA) is a feeling of apprehension and fear related to mathematics (e.g., Ashcraft, 2002). High levels of MA have serious implications for a person's life prospects, as they can lead to an avoidance of elective maths courses, which, in turn, affects people's career opportunities (e.g., Hembree, 1990). The societal importance of...

Frank presents an alternative interpretation of our data, yet reports largely similar results to those in our original Report. A critical difference centers on how to interpret and test interaction effects. Frank finds no mistakes in our analyses. We stand by our original conclusions of meaningful effects of the Bedtime Learning Together (BLT) math...

By the time children begin formal schooling, their experiences at home have already contributed to large variations in their math and language development, and once school begins, academic achievement continues to depend strongly on influences outside of school. It is thus essential that educational reform strategies involve primary caregivers. Spe...

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story ti...

The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mo...

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension ab...

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year...

In this review we discuss the interplay between anxiety and cognition, illustrating how anxiety can compromise performance on cognitively-demanding tasks and lead people to perform below their ability. Using math anxiety and test anxiety as examples, we highlight key findings from psychology, cognitive science, and neuroscience, to show that how on...

Proficiency in mathematics is a major advantage in industrialised nations. Here we discuss several emotional impediments to mathematics achievement, namely mathematics anxiety and stereotype threat. Synthesising findings from empirical studies in the fields of cognitive, social, and educational psychology, as well as neuroscience, we discuss some o...

Understanding the mechanisms supporting our comprehension of magnitude information represents a key goal in cognitive psychology. A major phenomenon employed in the pursuit of this goal has been the physical size congruity effect-namely, the observation that comparing the relative numerical sizes of two numbers is influenced by their relative physi...

Basic math skills are important for success in school and everyday life. Yet many people experience apprehension and fear when dealing with numerical information, termed math anxiety. Recently, researchers have started to probe the antecedents of math anxiety, revealing some surprising insights into its onset, risk factors, and remediation.

Decades of research have demonstrated that women experience higher rates of math anxiety - that is, negative affect when performing tasks involving numerical and mathematical skill - than men. Researchers have largely attributed this sex difference in math anxiety to factors such as social stereotypes and propensity to report anxiety. Here we provi...

In an effort to understand the origins of mathematics anxiety, we investigated the processing of symbolic magnitude by high mathematics-anxious (HMA) and low mathematics-anxious (LMA) individuals by examining their performance on two variants of the symbolic numerical comparison task. In two experiments, a numerical distance by mathematics anxiety...

The numerical distance effect (NDE) is one of the most robust effects in the study of numerical cognition. However, the validity and reliability of distance effects across different formats and paradigms has not been assessed. Establishing whether the distance effect is both reliable and valid has important implications for the use of this paradigm...

Individuals with mathematics anxiety have been found to differ from their non-anxious peers on measures of higher-level mathematical processes, but not simple arithmetic. The current paper examines differences between mathematics anxious and non-mathematics anxious individuals in more basic numerical processing using a visual enumeration task. This...

Participants read aloud nonword letter strings, one at a time, which varied in the number of letters. The standard result is observed in two experiments; the time to begin reading aloud increases as letter length increases. This result is standardly understood as reflecting the operation of a serial, left-to-right translation of graphemes into phon...