Article

The neurophysiological relationship between number anxiety and the EEG gamma-band

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Abstract

The development of math anxiety is thought to originate at a young age, as a form of number anxiety, but has not been investigated extensively. Research has shown greater levels of EEG gamma-band activity are experienced during threat perception and attentional bias. This has been identified in high math anxious individuals when confronted with math-based tasks, but has not yet been explored for number anxiety specifically. Single-digit numbers and letters were presented to 15 high and 15 low math anxious participants, who were required to observe the stimuli. High math anxious participants displayed significantly greater levels of gamma activity during number observation compared to letter observation. Findings suggest high math anxious individuals may have a threat-related response to observation of simple numerical stimuli. Further behavioural investigations are needed, but high math anxious individuals may display avoidance towards number and math due to a threat response associated with increased gamma activity.

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... Mathematics anxiety (MA) is a pervasive global issue (Dowker et al., 2016;Luttenberger et al., 2018) and labeled a performance-based anxiety in view of empirically supported negative correlations with mathematics attainment (Ashcraft & Moore, 2009). Recent work in this area has identified a neural threat response to math stimuli -reflecting pain and fear -when highly math anxious individuals (HMIs) are simply presented with a math problem (Pizzie & Kraemer, 2017) or merely numbers (Batashvili et al., 2020). As an emotional problem, MA places the individual in a cognitively passive state (Luo et al., 2009) and particularly impacts those whose ability is already poor (Witt, 2012), including those with dyscalculia -an important but less prioritized area in learning math (Kunwar, 2021). ...
... Previous research has linked emotional responses to MA (Luo et al., 2009;Young et al., 2012) and math stimuli, including math problems and numbers (Batashvili et al., 2020;Pizzie & Kraemer, 2017). Therefore, it can be postulated that the series of problems within the MA storybook evoked emotions in some children, which were discussed in response to questions and children were able to recognize and label the emotions of the character at different stages of the story. ...
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... Moreover,Marshall et al. (2017) used the MAS-UK scale to assess students' anxiety pre-and post-pedagogical interventions. Analysis of the neurophysiological relationship between MA and emotional states was undertaken byBatashvili et al. (2020), who carried out a hierarchical cluster analysis of MAS-UK ...
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... Recent research involving neuroimaging and ERP during numerical tasks have shown that cognitive processing differs between individuals with and without math anxiety, even though they may achieve similar performance outcomes (see [51]). Furthermore, Batashvili et al. [52] found that individuals with math anxiety experienced a threat-related response just by observing simple numerical stimuli. Therefore, the model of reduced attention to numerical stimuli is consistent with the findings that math anxiety may reduce attention to numerical stimuli, even on basic numerical tasks if there is sufficient anxiety. ...
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Anxiety about performing numerical calculations is becoming an increasingly important issue. Termed mathematics anxiety, this condition negatively impacts performance in numerical tasks which can affect education outcomes and future employment. The disruption account proposes poor performance is due to anxiety disrupting limited attentional and inhibitory resources leaving fewer cognitive resources for the current task. This study provides the first neural network model of math anxiety. The model simulates performance in two commonly-used tasks related to math anxiety: the numerical Stroop and symbolic number comparison. Different model modifications were used to simulate high and low math-anxious conditions by modifying attentional processes and learning; these model modifications address different theories of math anxiety. The model simulations suggest that math anxiety is associated with reduced attention to numerical stimuli. These results are consistent with the disruption account and the attentional control theory where anxiety decreases goal-directed attention and increases stimulus-driven attention.
... Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems (Ashcraft & Moore, 2009;Maloney & Beilock, 2012) as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem (Pizzie & Kraemer, 2017) or merely numbers (Batashvili et al., 2020). As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness (Luo et al., 2009) and is a particular issue for those whose ability is already poor (Witt, 2012). ...
... Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems (Ashcraft & Moore, 2009;Maloney & Beilock, 2012) as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem (Pizzie & Kraemer, 2017) or merely numbers (Batashvili et al., 2020). As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness (Luo et al., 2009) and is a particular issue for those whose ability is already poor (Witt, 2012). ...
... Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems (Ashcraft & Moore, 2009;Maloney & Beilock, 2012) as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem (Pizzie & Kraemer, 2017) or merely numbers (Batashvili et al., 2020). As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness (Luo et al., 2009) and is a particular issue for those whose ability is already poor (Witt, 2012). ...
... Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems [2] [3] as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem [4] or merely numbers [5]. As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness [6] and is a particular issue for those whose ability is already poor [7]. ...
Preprint
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Mathematics anxiety (MA) is a negative cognitive-emotional response to mathematics (maths) or numbers associated with tense and anxious feelings that hinder the ability to manipulate numbers and solve mathematical problems. Maths anxious individuals often show poor performance when solving maths problem, but not on other cognitive tasks. We draw together empirical evidence from attempts to reduce MA, synthesising the literature and capturing a wide range of studies. Recent work has focussed on functional strategies that may encourage more positive perceptions of maths by reducing anxiety as well as improving attainment. A range of approaches have been implemented to target specific factors that previous research has identified as being implicated in MA, with varying success. These factors include cognitive and emotional processes, negative appraisal and self-concept, self-regulation and metacognition, and a lack of maths proficiency. Targeted strategies have also implicated self-concept, self-efficacy, and attitudes more generally related to maths. Those strategies that appear to be most effective in addressing MA are those that facilitate cognitive control, with an emphasis on attentional processes and emotion regulation. In the main, these studies provide support for the debilitating anxiety model, although recent work also supports an interpretation account of MA and may pave the way for more novel, cognitive-based interventions. Whilst neurophysiological studies offer insight into our understanding of MA, we recommend a move away from potential strategies that are resource intensive. We propose the need for targeted strategies that are time and cost effective, especially those that lend themselves to a range of educational contexts, such as home and virtual learning environments. To minimise avoidance, it is important that academic settings are inviting and encourage participation in maths learners. Pedagogical strategies that include a degree of co-construction may also encourage engagement and enjoyment, highlighting the relevance of maths.
... Maths anxiety can be described as the feelings of tension and apprehension when manipulating numbers or completing maths-based tasks (Ashcraft, 2002). There is neurophysiological evidence that self-reported maths anxiety is associated with brain activity in anticipation of doing maths (Lyons & Beilock, 2012), during mathematical problem solving (Young et al., 2009), and even when presented with basic numerical information (Batashvili et al., 2020). Furthermore, maths anxiety has been linked to physiological reactivity in response to maths problems of increasing difficulty (Hunt et al., 2017). ...
Preprint
Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to translate and validate existing measures for future use in Hebrew-speaking adult populations. The Mathematics Anxiety Scale - UK (MAS-UK) was translated to Hebrew and adult participants completed it alongside the Mathematics Anxiety Rating Scale - Revised (MARS-R) and a general anxiety measure. Factor structures were explored for both the translated MAS-UK and a Hebrew version of the MARS-R, as well as being checked for reliability and convergent and discriminant validity. Results from a final sample of 213 participants, indicated the shortened, Hebrew version of the MAS-UK and the MARS-R are internally consistent and suitable for use in future maths anxiety research in adult Israeli populations. Findings regarding sex differences in maths anxiety are also discussed.
... Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems (Ashcraft & Moore, 2009;Maloney & Beilock, 2012) as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem (Pizzie & Kraemer, 2017) or merely numbers (Batashvili et al., 2020). As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness (Luo et al., 2009) and is a particular issue for those whose ability is already poor (Witt, 2012). ...
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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 task allows for the assessment of two systems of basic number processing: subitizing and counting. Mathematics anxious individuals, relative to non-mathematics anxious individuals, showed a deficit in the counting but not in the subitizing range. Furthermore, working memory was found to mediate this group difference. These findings demonstrate that the problems associated with mathematics anxiety exist at a level more basic than would be predicted from the extant literature.
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Effective orienting of attention towards novel events is crucial for survival, particularly if they occur in a dangerous situation. This is why stimuli with emotional value are more efficient in capturing attention than neutral stimuli, and why the processing of unexpected novel stimuli is enhanced under a negative emotional context. Here we measured the phase-synchronization (PS) of gamma-band responses (GBR) from human EEG scalp-recordings during performance of a visual discrimination task in which task-irrelevant standard and novel sounds were presented in either a neutral or a negative emotional context, in order to elucidate the brain mechanisms by which emotion tunes the processing of novel events. Visual task performance was distracted by novel sounds, and this distraction was enhanced by the negative emotional context. Similarly, gamma PS was enhanced after novel as compared to standard sounds and it was also larger to auditory stimuli in the negative than in the neutral emotional context, reflecting the synchronization of neural networks for increasing of attentional processing. Remarkably, the larger PS increase of GBR after novel sounds in the negative as compared to the neutral emotional context over midline and right frontal regions reveals that a negative emotional context tunes novelty processing by means of the PS of brain activity in the gamma frequency band around 40 Hz in specific neural networks.
Article
This paper is concerned with methods for analyzing quantitative, non-categorical profile data, e.g., a battery of tests given to individuals in one or more groups. It is assumed that the variables have a multinormal distribution with an arbitrary variance-covariance matrix. Approximate procedures based on classical analysis of variance are presented, including an adjustment to the degrees of freedom resulting in conservativeF tests. These can be applied to the case where the variance-covariance matrices differ from group to group. In addition, exact generalized multivariate analysis methods are discussed. Examples are given illustrating both techniques.
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We experience objects as whole, complete entities irrespective of whether they are perceived by our sensory systems or are recalled from memory. However, it is also known that many of the properties of objects are encoded and processed in different areas of the brain. How then, do coherent representations emerge? One theory suggests that rhythmic synchronization of neural discharges in the gamma band (around 40 Hz) may provide the necessary spatial and temporal links that bind together the processing in different brain areas to build a coherent percept. In this article we propose that this mechanism could also be used more generally for the construction of object representations that are driven by sensory input or internal, top-down processes. The review will focus on the literature on gamma oscillatory activities in humans and will describe the different types of gamma responses and how to analyze them. Converging evidence that suggests that one particular type of gamma activity (induced gamma activity) is observed during the construction of an object representation will be discussed.
Article
Here we present a series of four studies aimed to investigate the link between induced gamma band activity in the human EEG and visual information processing. We demonstrated and validated the modulation of spectral gamma band power by spatial selective visual attention. When subjects attended to a certain stimulus, spectral power was increased as compared to when the same stimulus was ignored. In addition, we showed a shift in spectral gamma band power increase to the contralateral hemisphere when subjects shifted their attention to one visual hemifield. The following study investigated induced gamma band activity and the perception of a Gestalt. Ambiguous rotating figures were used to operationalize the law of good figure (gute Gestalt). We found increased gamma band power at posterior electrode sites when subjects perceived an object. In the last experiment we demonstrated a differential hemispheric gamma band activation when subjects were confronted with emotional pictures. Results of the present experiments in combination with other studies presented in this volume are supportive for the notion that induced gamma band activity in the human EEG is closely related to visual information processing and attentional perceptual mechanisms.
Article
The traditional belief is that the event-related alpha response can solely be described in terms of suppression or event-related desynchronization (ERD). Recent research, however, has shown that under certain conditions alpha responds reliably with an increase in amplitudes (event-related synchronization or ERS). ERS is elicited in situations, where subjects withhold or control the execution of a response and is obtained over sites that probably are under, or exert top-down control. Thus, we assume that alpha ERS reflects top-down, inhibitory control processes. This assumption leads over to the timing aspect of our hypothesis. By the very nature of an oscillation, rhythmic amplitude changes reflect rhythmic changes in excitation of a population of neurons. Thus, the time and direction of a change - described by phase - is functionally related to the timing of neuronal activation processes. A variety of findings supports this view and shows, e.g., that alpha phase coherence increases between task-relevant sites and that phase lag lies within a time range that is consistent with neuronal transmission speed. Another implication is that phase reset will be a powerful mechanism for the event-related timing of cortical processes. Empirical evidence suggests that the extent of phase locking is a functionally sensitive measure that is related to cognitive performance. Our general conclusion is that alpha ERS plays an active role for the inhibitory control and timing of cortical processing whereas ERD reflects the gradual release of inhibition associated with the emergence of complex spreading activation processes.
Article
Facial threat conveys important information about imminent environmental danger. The rapid detection of this information is critical for survival and social interaction. However, due to technical and methodological difficulties, the spatiotemporal profile for facial threat processing is unknown. By utilizing magnetoencephalography (MEG), a brain-imaging technique with superb temporal resolution and fairly good spatial resolution, Synthetic Aperture Magnetometry (SAM), a recently developed source analysis technique, and a sliding window analysis, we identified the spatiotemporal development of facial threat processing in the gamma frequency band. We also tested the dual-route hypothesis by LeDoux who proposed, based on animal research, that there are two routes to the amygdala: a quick subcortical route and a slower and cortical route. Direct evidence with humans supporting this model has been lacking. Moreover, it has been unclear whether the subcortical route responds specifically to fearful expressions or to threatening expressions in general. We found early event-related synchronizations (ERS) in response to fearful faces in the hypothalamus/thalamus area (10-20 ms) and then the amygdala (20-30 ms). This was even earlier than the ERS response seen to fearful faces in visual cortex (40-50 ms). These data support LeDoux's suggestion of a quick, subcortical thamalo-amygdala route. Moreover, this route was specific for fear expressions; the ERS response in the amygdala to angry expressions had a late onset (150-160 ms). The ERS onset in prefrontal cortex followed that seen within the amygdala (around 160-210 ms). This is consistent with its role in higher-level emotional/cognitive processing.