حافظه کاری، دغدغه و توانایی های جبری
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|70808||2014||17 صفحه PDF||سفارش دهید||9680 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of Experimental Child Psychology, Volume 121, May 2014, Pages 120–136
Math anxiety (MA)–working memory (WM) relationships have typically been examined in the context of arithmetic problem solving, and little research has examined the relationship in other math domains (e.g., algebra). Moreover, researchers have tended to examine MA/worry separate from math problem solving activities and have used general WM tasks rather than domain-relevant WM measures. Furthermore, it seems to have been assumed that MA affects all areas of math. It is possible, however, that MA is restricted to particular math domains. To examine these issues, the current research assessed claims about the impact on algebraic problem solving of differences in WM and algebraic worry. A sample of 80 14-year-old female students completed algebraic worry, algebraic WM, algebraic problem solving, nonverbal IQ, and general math ability tasks. Latent profile analysis of worry and WM measures identified four performance profiles (subgroups) that differed in worry level and WM capacity. Consistent with expectations, subgroup membership was associated with algebraic problem solving performance: high WM/low worry > moderate WM/low worry = moderate WM/high worry > low WM/high worry. Findings are discussed in terms of the conceptual relationship between emotion and cognition in mathematics and implications for the MA–WM–performance relationship.