Emotional valence modulates arithmetic strategy execution in priming paradigm: an event-related potential study

Liu, Dianzhi; Wang, Yun; Lu, Feng; Shu, Deming; Zhang, Jianxin; Zhu, Chuanlin; Luo, Wenbo

doi:10.1007/s00221-021-06048-1

Cited by 16 publications

(35 citation statements)

References 55 publications

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“…It is consistent with previous correlational ndings showing that high-math anxious individuals have poorer performance than low-math individuals 17,18,[29][30][31] . The present ndings are also consistent with previous results showing deleterious effects of negative emotions while adults accomplish many cognitive tasks in general [1][2][3] or solve arithmetic problems in particular 23,24,24,[26][27][28]46,47 . This study generalizes deleterious effects of negative emotions to 8-15 year-old participants and speci es how these effects change with age.…”

Section: Discussionsupporting

confidence: 93%

“…Thus, in a variety of domains, performance can increase or decrease under emotion conditions when participants estimate the results of two-digit multiplication problems (e.g., which estimate is closer to the correct product of 42x57, 2000 or 3000? ), they obtained poorer performance on problems displayed superimposed on emotionally negative than on emotionally neutral images [23][24][25][26][27][28] .…”

Section: Introductionmentioning

confidence: 99%

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Emotions and arithmetic in children

Lemaire

2022

Preprint

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How negative emotions influence arithmetic performance and how such influence changes with age during childhood? To address these issues, I used a within-trial emotion induction procedure while children solve arithmetic problems. More specifically, 8—15 year-old participants (N=207) solved arithmetic problems (8+4=13. True? False?) that were displayed superimposed on emotionally negative or neutral pictures. The main results showed (a) poorer performance in emotionally negative conditions in all age groups, (b) larger deleterious effects of negative emotions on harder problems, (c) decreased effects of emotions as children grow older, and (d) sequential carry-over effects of emotions in all age groups such that larger decreased performance under emotions occurred on current trials immediately preceded by emotional trials. These findings have important implications for furthering our understanding of how emotions influence arithmetic performance in children and how this influence changes during childhood.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Emotions and arithmetic in children

Lemaire

2022

Preprint

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“…In addition to anxiety, we experience a variety of emotions in our daily life, such as happiness, anger, fear, and so on. Previous studies have shown that individuals’ estimation performance was negatively influenced by negative snapshot emotional priming and positively influenced by positive snapshot emotional priming when they were required to complete estimation tasks by using the specified strategy (estimation strategy execution) [ 18 , 19 ]. Additionally, individuals’ estimation performance was also influenced by snapshot emotional priming style (explicit priming vs. implicit priming).…”

Section: Introductionmentioning

confidence: 99%

“…For example, explicit fear priming reduced individuals’ RT. In contrast, implicit fear priming contributed to reducing individuals’ RT, while both explicit and implicit happy priming contributed to improving individuals’ estimation performance [ 2 , 19 ]. In summary, these studies indicated that individuals’ performance of estimation strategy execution was influenced by the snapshot emotional priming stimuli’s valence and the snapshot emotional priming style.…”

Section: Introductionmentioning

confidence: 99%

“…The broaden-and-build theory of positive emotions proposed that positive emotional experiences contribute to improving cognitive flexibility [ 20 , 21 ], based on which we hypothesized that happy (vs. neutral and fear) priming would be beneficial to improving the individual’s estimation strategy selection adaptivity. Considering previous studies showing that RT was a more sensitive indicator than ACC when investigating individuals’ estimation performance [ 2 , 19 , 22 , 23 ], we hypothesized that the positive effect of happy priming mainly is manifested in shorter RTs (hypothesis one). Additionally, according to the categorical negativity theory and the evolutionary threat hypothesis, negative (vs. neutral and positive) stimuli attract more attention; in particular, stimuli that convey threat signals to survival (e.g., fearful facial expression) during evolution could attract more attention [ 24 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

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Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

Zhu

Zhao

Han

et al. 2022

IJERPH

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The present study explored the role of snapshot emotional priming and math anxiety in estimation strategy selection. Participants were asked to complete a two-digit multiplication estimation task (e.g., 34 × 67) under explicit (Experiment 1) and implicit (Experiment 2) snapshot emotional priming conditions by freely choosing to use DU (down-up, e.g., doing 30 × 70 = 2100 for 34 × 67) or UD (up-down, e.g., doing 40 × 60 = 2400 for 34 × 67) strategies to arrive as close as possible to the correct answer. In Experiment 1, individuals’ estimation performance was positively influenced by explicit happy priming (shorter RT (reaction time)), while not affected by explicit fear priming. In Experiment 2, individuals’ estimation ACC (accuracy) when using the UD strategy was negatively affected by both implicit happy and fear priming, but their RT when using DU and UD strategies was positively impacted by implicit happy priming. In both experiments, the correlations between math anxiety and estimation performance (ACC, RT, and strategy selection adaptivity) was not significant. The present study suggests that fear priming was not always detrimental to individuals’ estimation performance, and happy priming did not always universally improve individuals’ estimation performance. Additionally, estimation strategy selection was not influenced by math anxiety.

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Mathematical problem solving is modulated by word priming

Zhu,

Zhang,

Lyu

et al. 2024

PsyCh Journal

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This study aimed to explore the influence of word priming on mathematical problem solving. In two experiments, participants were required to finish multiplication estimation tasks with a specified estimation strategy under different word priming conditions (Experiment 1: concrete words vs. Experiment 2: abstract words). The results showed that: (1) under the concrete word priming condition, in comparison to neutral, positive word priming improved accuracies (ACCs) when using a down‐up strategy (e.g., doing 40 × 80 = 3200 for 43 × 78), while both positive and negative word priming reduced reaction time (RT); (2) under the abstract word priming condition, both positive and negative (vs. neutral) abstract word priming reduced RTs, while individuals’ ACCs of completing the estimation task were not influenced by valence. The present study showed that whether concrete words or abstract words were adopted as experimental stimuli, participants’ performance of completing mathematical problems was modulated by the valence of the priming word, which led us to develop a better understanding of how arithmetic performance is influenced by word processing.

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Emotional valence modulates arithmetic strategy execution in priming paradigm: an event-related potential study

Cited by 16 publications

References 55 publications

Emotions and arithmetic in children

Emotions and arithmetic in children

Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

Mathematical problem solving is modulated by word priming

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