Accelerated massed desensitization: Innovation in short-term treatment

Suinn, Richard M.; Edie, Cecil A.; Spinelli, Philip R.

doi:10.1016/s0005-7894(70)80109-5

Cited by 28 publications

(9 citation statements)

References 25 publications

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“…The meta-analysis by Hembree (1990) showed that systematic desensitization, anxiety management, and conditioned inhibition training were highly successful in reducing levels of MA (e.g., Suinn, Edie, & Spinelli, 1970) and increasing the level of math performance. By contrast, relaxation training or group discussion seem not to be effective.…”

Section: Some Things Psychologists Could Domentioning

confidence: 99%

Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases

Suárez‐Pellicioni

Peña

Colomé

2015

Cogn Affect Behav Neurosci

191

155

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A decade has passed since the last published review of math anxiety, which was carried out by Ashcraft and Ridley (2005). Given the considerable interest aroused by this topic in recent years and the growing number of publications related to it, the present article aims to provide a full and updated review of the field, ranging from the initial studies of the impact of math anxiety on numerical cognition, to the latest research exploring its electrophysiological correlates and brain bases from a cognitive neuroscience perspective. Finally, this review describes the factors and mechanisms that have been claimed to play a role in the origins and/or maintenance of math anxiety, and it examines in detail the main explanations proposed to account for the negative effects of math anxiety on performance: competition for working memory resources, a deficit in a low-level numerical representation, and inhibition/attentional control deficit.Keywords Math anxiety . Numerical cognition . Brain correlates . fMRI . ERPs . Working memory . Inhibitory deficit . Attentional control deficit . Numerical magnitude representation As far as we know, the tutorial review carried out by Ashcraft and Ridley (2005) and published in Campbell's Handbook of Mathematical Cognition is the only general review carried out in the field of math anxiety to date. Given that several studies have been conducted since then, this review article aims to examine the current state of knowledge about math anxiety, ranging from the initial studies of the effect of math anxiety on numerical cognition (conducted by Ashcraft and collaborators), through to the most recent publications on the bases of math anxiety from the perspective of cognitive neuroscience. This review also updates the main explanations for the effects of math anxiety on math performance, including a recent account on which our discussion of the latest findings on this topic is based and that has not previously been examined in a review.With this objective in mind, we begin by defining math anxiety and examining its relationship with other variables. We then explore the principal proposed explanations for its negative effects on performance (competition for working memory [WM] resources, inhibitory/attentional control deficit, and deficit in low-level numerical processing), as well as the main theories regarding its origin and maintenance (exposure to negative experiences, genetic factors, the role of math ability, attention, WM, and error processing). We end the review by examining the brain correlates of math anxiety-specifically, the findings of research using event-related potentials (ERPs) and functional magnetic resonance imaging (fMRI)-and also by making certain recommendations that teachers, parents, and psychologists might take into account in order to help children reduce their levels of mathematical anxiety.

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Section: Some Things Psychologists Could Domentioning

confidence: 99%

Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases

Suárez‐Pellicioni

Peña

Colomé

2015

Cogn Affect Behav Neurosci

191

155

View full text Add to dashboard Cite

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“…Perhaps most important, systematic desensitization has been empirically supported as a well-established efficacious intervention for treatment of diverse forms of specific phobia ("Task Force on Psychological Procedures," 1995), thus providing a fairly stringent "benchmark" against which to evaluate the impact of ACT. Given the clinical status of mathematics anxiety as a type of specific phobia, it is not surprising that systematic desensitization, or variations of it, also has been shown to be one of the most efficacious treatments for math anxiety (Foss & Hadfield, 1993;Hembree, 1990;Schneider & Nevid, 1993;Suinn, Edie, & Spinelli, 1970;Wadlington, Austin, & Bitner, 1992). Finally, systematic desensitization was deliberately designed by Wolpe (1954Wolpe ( , 1958 to be a first-order change strategy in which conditioned anxiety is thought to be reciprocally inhibited by a state of induced progressive muscle relaxation.…”

Section: Zetilementioning

confidence: 99%

Acceptance and Commitment Therapy (Act) vs. Systematic Desensitization in Treatment of Mathematics Anxiety

Zettle

2003

Psychol Rec

173

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“…Math anxiety is characterized by a feeling of tension, worry, or irrational fear, therefore constituting a barrier for learning mathematics (Lazarus, 1974; Son et al, 2017). This barrier interferes with arithmetic performance (Suinn et al, 1970) and math achievements (Betz, 1978). The prevalence of math anxiety suggests that one in five people experience this anxiety and that at least 17% of the population suffers from high levels of math anxiety (Berch and Mazzocco, 2007).…”

Section: Introductionmentioning

confidence: 99%

Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy

Macmull

Ashkenazi

2019

Front. Psychol.

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The goal of the current study is to examine the direct and indirect influences of parenting styles, math self-efficacy, and the participants’ sex on math anxiety. The research population ( N = 204) included randomly selected participants, whose native language is Hebrew and were born in Israel. The participants were surveyed about four measures that served as the research tools. They answered questions about demographics, math anxiety, and the parenting style of the child’s mother and about math self-efficacy. The research data concluded that there were strong correlations between the authoritarian parenting style and math anxiety. The authoritative parenting style had both a direct positive correlation and an indirect negative correlation on math anxiety. This is in contrast to the permissive parenting style which was exclusively found to have a small positive correlation on math anxiety. The participant’s sex had both direct and indirect influences on math anxiety. Math anxiety levels, as well as the negative effects of self-efficacy on the level of math anxiety, were higher in females compared to males. These findings are relevant when considering methods of diagnosis and intervention surrounding math anxiety.

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Accelerated massed desensitization: Innovation in short-term treatment

Cited by 28 publications

References 25 publications

Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases

Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases

Acceptance and Commitment Therapy (Act) vs. Systematic Desensitization in Treatment of Mathematics Anxiety

Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy

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