In two experiments, we found evidence for individual differences in the obligatory activation of addition facts. Subjects were required to verify the presence of a target digit (e.g., 4) in a previously presented pair (e.g., 5 +4). Subjects rejected targets that formed the sum of the initial pair (e.g., 5+4 and 9) more slowly than they rejected unrelated targets (e.g., 5+4 and 7). This interference of the sum was largest for subjects who were relatively skilled at multidigit arithmetic. Less skilled subjects did not show statistically significant effects of obligatory activation. In comparison with less skilled subjects, skilled subjects showed differential interference on plus-one (e.g., 3 + 1) and standard (e.g., 2 +3) problems when the plus sign was presented, and on ties (e.g., 2 2) when the plus sign was omitted. These results suggest that network models of arithmetic fact retrieval are appropriate for skilled subjects, but that alternative models need to be considered for less skilled individuals.

The purpose of the present research was to examine attitudinal, affective, and performance variables related to mathematics as potential predictors of choice of university majors varying in mathematical content. Subjects completed an arithmetic test and a questionnaire on their math background, perceived skill, interest, and affect towards math. We found that (a) most women avoided majors that required even moderate amounts of mathematics, even though they were as skilled at arithmetic as males and had taken equivalent amounts of math in high school, (b) subjects who were anxious about math avoided majors that had moderate or high math requirements, and (c) subjects who were less skilled at arithmetic chose majors with fewer math requirements. Because gender and negative affect towards math contributed independently to choice of major, interventions to combat math anxiety could be valuable for both male and female students. Similarly, fluency and affect contributed independently to choice of major. The low percentage of women who had chosen majors requiring moderate or high amounts of math (21% vs. 52% of males) is consistent with other studies showing pervasive and persistent gender differences in career selection.

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There is a relatively larger body of research on reading than on math disabilities. However, many research findings and theoretical issues are common to both areas of study. In this review, similarities in skill acquisition across domains are identified, and findings concerning the nature of the differences between learners with and without disabilities are discussed. Evaluating the areas of similarity and difference between reading and math disabilities may enhance our understanding of individual differences in learning abilities, and may be useful in guiding future research and theory development.