Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/]

Evaluating the Pedagogical Effectiveness of Study Preregistration in the Undergraduate Dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation ( n = 52; experimental group) and students who did not ( n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website (https://osf.io/mhg94/).</p&gt

Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts

Inversion effects on mental arithmetic in English- and Polish-speaking adults

In some languages the order of tens and units in number words is inverted compared with the symbolic digital notation (e.g., German 23 → “dreiundzwanzig,” literally: “three-and-twenty”). In other languages only teen-numbers are inverted (e.g., English 17 → “seventeen”; Polish 17 → “siedemnaście” literally “seventeen”). Previous studies have focused on between group comparisons of inverted and non-inverted languages and showed that number word inversion impairs performance on basic numerical tasks and arithmetic. In two independent experiments, we investigated whether number word inversion affects addition performance within otherwise non-inverted languages (Exp. 1: English, Exp. 2: Polish). In particular, we focused on the influence of inverted (I; English: teen-numbers ⩾ 13, Polish: numbers 11–19) and non-inverted (N) summands with sums between 13 and 39. Accordingly, three categories of addition problems were created: N + N, N + I, and I + I with problem size matched across categories. Across both language groups, we observed that problems with results in the 20 and 30 number range were responded to faster when only non-inverted summands were part of the problems as opposed to problems with one or two inverted summands. In line with this, the cost of a carry procedure was the largest for two inverted summands. The results support the notion that both language-specific and language-invariant aspects contribute to addition problem-solving. In particular though, regarding language-specific aspects, the results indicate that inverted number word formation of teens influences place-value processing of Arabic digits even in otherwise non-inverted languages

Cognitive Enhancement of numerical and arithmetic capabilities : a mini-review of available transcranial electric stimulation studies

Arithmetic capabilities are complex cognitive skills essential for handling requirements of the modern world. At the same time, educational institutions are challenged with math-related problems, e.g., developmental dyscalculia, math anxiety, and also with less severe difficulties of arithmetic understanding. Thus, non-invasive techniques for cognitive enhancement have attracted researchers’ and practitioners’ interest in the fields of education, psychology, and neuroscience. Particularly, studies employing transcranial electric stimulation (tES) in arithmetic learning, problem solving, and performance in numerical tasks and operations have shaped an optimistic perspective of cognitive enhancement in these domains, building on the fronto-parietal correlates of healthy and deficient arithmetic performance and learning. However, the heterogeneity of stimulation approaches in numerical cognition research – with different electrode montages, stimulation protocols, tasks, outcomes, and combinations thereof – may also showcase a variety of parameters relevant more generally to the cognitive domain. Here we present a short overview of the different tES approaches to enhance numerical and arithmetic capabilities in performance and training within the general framework of cognitive enhancement. We conclude that performance and training gains can be obtained from different strategical tES configurations, but more standardization, better translation between neurodevelopmental perspectives and tES principles, as well as pre-registered and controlled studies in critical populations are needed

Cognitive enhancement of numerical and arithmetic capabilities: A mini-review of available transcranial electric stimulation studies

Arithmetic capabilities are complex cognitive skills essential for handling requirements of the modern world. At the same time, educational institutions are challenged with math-related problems, e.g., developmental dyscalculia, math anxiety, and also with less severe difficulties of arithmetic understanding. Thus, non-invasive techniques for cognitive enhancement have attracted researchers’ and practitioners’ interest in the fields of education, psychology, and neuroscience. Particularly, studies employing transcranial electric stimulation (tES) in arithmetic learning, problem solving, and performance in numerical tasks and operations have shaped an optimistic perspective of cognitive enhancement in these domains, building on the fronto-parietal correlates of healthy and deficient arithmetic performance and learning. However, the heterogeneity of stimulation approaches in numerical cognition research – with different electrode montages, stimulation protocols, tasks, outcomes, and combinations thereof – may also showcase a variety of parameters relevant more generally to the cognitive domain. Here we present a short overview of the different tES approaches to enhance numerical and arithmetic capabilities in performance and training within the general framework of cognitive enhancement. We conclude that performance and training gains can be obtained from different strategical tES configurations, but more standardization, better translation between neurodevelopmental perspectives and tES principles, as well as pre-registered and controlled studies in critical populations are needed

Prevalence of cognitive phenomena - comparison of four methods

In this project we aim at creating a framework for investigating individual prevalence of cognitive phenomena, which are quantified as difference in reaction times between two conditions (e.g., compatible and incompatible). We will use four different methods: psychometric, two bootstrapping methods and hierarchical Bayesian modelling. As an example we are using the Unit-Decade Compatibility effect. Our analysis will comprise analysis of multiple raw datasets coming from multiple labs

Neuro-cognitive mechanisms of global Gestalt perception in visual quantification

© 2018 Recent neuroimaging studies identified posterior regions in the temporal and parietal lobes as neuro-functional correlates of subitizing and global Gestalt perception. Beyond notable overlap on a neuronal level both mechanisms are remarkably similar on a behavioral level representing both a specific form of visual top-down processing where single elements are integrated into a superordinate entity. In the present study, we investigated whether subitizing draws on principles of global Gestalt perception enabling rapid top-down processes of visual quantification. We designed two functional neuroimaging experiments: a task identifying voxels responding to global Gestalt stimuli in posterior temporo-parietal brain regions and a visual quantification task on dot patterns with magnitudes within and outside the subitizing range. We hypothesized that voxels activated in global Gestalt perception should respond stronger to dot patterns within than those outside the subitizing range. The results confirmed this prediction for left-hemispheric posterior temporo-parietal brain areas. Additionally, we trained a classifier with response patterns from global Gestalt perception to predict neural responses of visual quantification. With this approach we were able to classify from TPJ Gestalt ROIs of both hemispheres whether a trial requiring subitizing was processed. The present study demonstrates that mechanisms of subitizing seem to build on processes of high-level visual perception