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Neurocognitive mechanisms explaining the role of math attitudes in predicting children's improvement in multiplication skill

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dc.contributor.authorSuarez-Pellicioni, Macarena
dc.contributor.authorDemir-Lira, O. Ece
dc.contributor.authorBooth, James R.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherUniversity of Iowa
dc.contributor.otherVanderbilt University
dc.date.accessioned2023-09-28T20:40:09Z
dc.date.available2023-09-28T20:40:09Z
dc.date.issued2021
dc.description.abstractEnhancing student's math achievement is a significant educational challenge. Numerous studies have shown that math attitudes can predict improvement in math performance, but no study has yet revealed the underlying neurocognitive mechanisms explaining this effect. To answer this question, 50 children underwent functional magnetic resonance imaging (fMRI) when they were 11 (time 1; T1) and 13 (time 2; T2) years old. Children solved a rhyming judgment and a single-digit multiplication task inside the scanner at T1. The rhyming task was used to independently define a verbal region of interest in the left inferior frontal gyrus (IFG). We focused on this region because of previous evidence showing math attitudes-related effects in the left IFG for children with low math skill (Demir-Lira et al., 2019). Children completed standardized testing of math attitudes at T1 and of multiplication skill both at T1 and T2. We performed a cluster-wise regression analysis to investigate the interaction between math attitudes and improvement in multiplication skill over time while controlling for the main effects of these variables, intelligence, and accuracy on the task. This analysis revealed a significant interaction in the left IFG, which was due to improvers with positive math attitudes showing enhanced activation. Our result suggests that IFG activation, possibly reflecting effort invested in retrieving multiplication facts, is one of the possible neurocognitive mechanism by which children with positive math attitudes improve in multiplication skill. Our finding suggests that teachers and parents can help children do better in math by promoting positive math attitudes.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationSuárez-Pellicioni, M., Demir-Lira, Ö. E., & Booth, J. R. (2021). Neurocognitive mechanisms explaining the role of math attitudes in predicting children’s improvement in multiplication skill. In Cognitive, Affective, & Behavioral Neuroscience (Vol. 21, Issue 5, pp. 917–935). Springer Science and Business Media LLC. https://doi.org/10.3758/s13415-021-00906-9
dc.identifier.doi10.3758/s13415-021-00906-9
dc.identifier.orcidhttps://orcid.org/0000-0002-9056-9561
dc.identifier.orcidhttps://orcid.org/0000-0003-3101-5611
dc.identifier.urihttps://ir.ua.edu/handle/123456789/11739
dc.languageEnglish
dc.language.isoen_US
dc.publisherSpringer
dc.subjectAttitudes
dc.subjectMath
dc.subjectMultiplication
dc.subjectLongitudinal
dc.subjectChildren
dc.subjectfunctional magnetic resonance imaging
dc.subjectBehavioral Sciences
dc.subjectNeurosciences
dc.titleNeurocognitive mechanisms explaining the role of math attitudes in predicting children's improvement in multiplication skillen_US
dc.typeArticle
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