ArticleScientific reports2022
Emotions and arithmetic in children.
Article in Scientific reports, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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4 citing papers in PubMed, 5 citations in OpenAlex.
- Domain-general and domain-specific cognitive factors mediating the relationship between math anxiety and mathematical performance in primary school children.Scientific reports · 2026Article
- Estimation performance is modulated by emotional valence and stimulus onset asynchrony (SOA): evidence from priming paradigm.BMC psychology · 2025Article
- Attentional bias and math avoidance: insights from a developmental sample.Psychological research · 2025Article
- How do positive and negative emotions influence children's and adolescents' arithmetic performance?PloS one · 2025Article
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Authors and funding
1 author at 1 institution in 1 country.
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Abstract
How do 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 emotion condition relative to neutral condition 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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