No Excess of Mathematics Anxiety in Adolescents Born Very Preterm

Trickett, Jayne; Gilmore, Camilla; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Simms, Victoria; Spong, Rebecca; Johnson, Samantha

doi:10.1097/dbp.0000000000000884

Cited by 5 publications

(3 citation statements)

References 27 publications

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“…The data are available at doi:10.25392/leicester.data.22148921 10.25392/leicester.data.22148921 [ 28 ] and doi:10.25392/leicester.data.22148909 10.25392/leicester.data.22148909 [ 29 ] and the materials are available via Gorilla Open Materials. The experiment was pre-registered: [ 30 ].…”

Section: Data Accessibilitymentioning

confidence: 99%

Positive impact of sleep on recall of multiplication facts

Spiller,

Gilmore

2023

R. Soc. open sci.

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This study tested the hypothesis that learning complex multiplication problems (e.g. 8 × 23 = 184) prior to sleep would benefit recall in adult participants compared with learning the problems prior to a period of wakefulness. This study used a within-participant design where all participants learnt complex multiplication problems in two conditions separated by one week. In one condition, learning was before bed (sleep learning condition) and in the other condition learning was in the morning (wake learning condition). In each condition, recall was tested approximately 10.5 h later. Data were collected online from 77 participants. In the subset of the sample with greater than or equal to 60% accuracy at the initial learning session ( n = 37), the sleep learning condition participants had better recall compared with the wake learning condition. This equated to a moderate effect size, Cohen's d = 0.51. Regardless of initial levels of learning ( n = 70) the same beneficial effect of sleep on recall was found with a small effect size, Cohen's d = 0.33. This study has identified a beneficial effect of learning prior to sleep on recall of complex multiplication problems compared with learning these problems during the daytime. Future research should explore whether similar effects are observed with children learning simple multiplication facts.

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Section: Data Accessibilitymentioning

confidence: 99%

Positive impact of sleep on recall of multiplication facts

Spiller,

Gilmore

2023

R. Soc. open sci.

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“…Recruitment of the PRISM cohort has been previously described (for a flowchart see Trickett et al, 2020). All children born <32 +0 weeks' gestation from 01/09/2001 to 31/08/ 2003 and admitted for care in two UK neonatal centers were invited to participate at age 8-10 years.…”

Section: Participantsmentioning

confidence: 99%

Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth

Clayton

Simms

Cragg

et al. 2021

Child Neuropsychology

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Children born very preterm (VP; <32 weeks' gestation) have poorer mathematics achievement than term-born peers. This study aimed to determine whether VP children's mathematics difficulties persist from primary to secondary school and to explore the nature of mathematics difficulties in adolescence. For this study, 127 VP and 95 term-born adolescents were assessed at age 11-15 years. Mathematics achievement was assessed using the Wechsler Individual Achievement Test-II. Specific mathematics skills and general cognitive skills were assessed using standardized and experimental tests. VP adolescents had poorer mathematics achievement than term-born adolescents (−10.95 points; 95% CI −16.18, −5.73) and poorer number fact knowledge, understanding of arithmetic concepts, written arithmetic, counting, reading and writing large numbers, and algebra. Between-group differences in mathematics skills were no longer significant when working memory and visuospatial skills were controlled for (p's >0.05), with the exception of writing large numbers and conceptual understanding of arithmetic. In a previous study, 83 of the VP adolescents and 49 of the termborn adolescents were assessed at age 8-10 years using measures of the same skills. Amongst these, the between-group difference in mathematics achievement remained stable over time. This study extends findings of a persistent deficit in mathematics achievement among VP children over the primary and secondary school years, and provides evidence of a deficit in factual, procedural and conceptual mathematics skills and in higher order mathematical operations among VP adolescents. We provide further evidence that VP children's mathematics difficulties are driven by deficits in domain-general rather than domain-specific cognitive skills.

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“…Whilst there is some evidence that there is a bi-directional relationship between poorer working memory and mathematics anxiety that impeded mathematics difficulties, not all children with poor working memory and mathematics difficulties present with higher levels of mathematics anxiety (Trickett et al, 2021 ). As a result, appropriately identifying and treating mathematics anxiety may assist in improving working memory resources to improve learning and mathematics performance if these are adversely impacted by mathematics anxiety.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis

Poole,

Phillips,

Killer

et al. 2023

Neuropsychol Rev

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Mathematics incorporates a broad range of skills, which includes basic early numeracy skills, such as subitizing and basic counting to more advanced secondary skills including mathematics calculation and reasoning. The aim of this review was to undertake a detailed investigation of the severity and pattern of early numeracy and secondary mathematics skills in people with epilepsy. Searches were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Twenty adult studies and 67 child studies were included in this review. Overall, meta-analyses revealed significant moderate impairments across all mathematics outcomes in both adults (g= -0.676), and children (g= -0.593) with epilepsy. Deficits were also observed for specific mathematics outcomes. For adults, impairments were found for mathematics reasoning (g= -0.736). However, two studies found that mathematics calculation was not significantly impaired, and an insufficient number of studies examined early numeracy skills in adults. In children with epilepsy, significant impairments were observed for each mathematics outcome: early numeracy (g= -0.383), calculation (g= -0.762), and reasoning (g= -0.572). The gravity of impairments also differed according to the site of seizure focus for children and adults, suggesting that mathematics outcomes were differentially vulnerable to the location of seizure focus.

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No Excess of Mathematics Anxiety in Adolescents Born Very Preterm

Cited by 5 publications

References 27 publications

Positive impact of sleep on recall of multiplication facts

Positive impact of sleep on recall of multiplication facts

Etiology of persistent mathematics difficulties from childhood to adolescence following very preterm birth

Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis

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