The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence

The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 335 students from the 3rd, 5th, and 7th grades. In respect to emotional and motivational factors, data indicates a direct influence of maths anxiety on maths performance. Furthermore, the results highlight that maths anxiety differently impacts working memory subsystems. In fact, we observe a significant and indirect effect of MA, through the visuospatial system, on maths achievement. Our results provide further support to the hypothesis that maths anxiety is a special type of anxiety, most likely impacting the visuospatial rather than the verbal working memory subsystem. Data is discussed in terms of a possible mechanism underlying maths anxiety and visuospatial working memory at the base of this specificity, and in relation to the role of self-competence in this interplay

On the relationship between the approximate number system (ANS) and mathematics in first grade children

An increasing number of studies have investigated the cognitive components that contribute to the development of mathematical skills. The Approximate Number System (ANS) is a non-verbal, primitive, noisy and imprecise cognitive system of magnitude representation for making quantitative judgments and decisions. It allows discrimination of large numerosities without using counting or numerical symbols. The ANS has been considered one of the foundational-specific skills that underlie the development of mathematical abilities. However, the relationship between the ANS and mathematical abilities in preschool children is still matter of debate as it has been evidenced in some studies but not in others. Therefore, it remains controversial whether the ANS serves as a foundation for mathematical abilities. The present study investigated the relationship between ANS performance and mathematics in 110 first grade children. We measured ANS abilities, verbal intelligence and different aspects of numerical competence. Correlational analyses indicated that performance in the approximate addition ANS task was associated with mathematical abilities, even when age and verbal IQ were controlled for. Moreover, it was found that the subgroup of children with higher ANS performance showed better mathematical abilities than the subgroup of children with lower ANS performance. Longitudinal and training studies are needed to identify the direction of the link between ANS and mathematical ability

Impact of High Mathematics Education on the Number Sense

In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS

Detection and elimination of cellular bottlenecks in protein-producing yeasts

Yeasts are efficient cell factories and are commonly used for the production of recombinant proteins for biopharmaceutical and industrial purposes. For such products high levels of correctly folded proteins are needed, which sometimes requires improvement and engineering of the expression system. The article summarizes major breakthroughs that led to the efficient use of yeasts as production platforms and reviews bottlenecks occurring during protein production. Special focus is given to the metabolic impact of protein production. Furthermore, strategies that were shown to enhance secretion of recombinant proteins in different yeast species are presented

Exploring EFs and Math Abilities in Highly Deprived Contexts

Executive functions (EFs)\u2019 development is critically affected by childhood adversity exposure. Although recent studies underlined the deleterious effects of early life stresses on working memory (WM) and inhibitory control, they were scarcely investigated in war context especially in relation with learning abilities. In order to fill this gap, we designed a research with the aim to evaluate EFs together with early math skills. In particular, we conducted a study involving 150 children divided into three groups: 48 Yazidis (Mage = 71 months, SD = 6.59), 47 Syrian refugees (Mage = 68.77 months, SD = 7, age), and 55 Italians (Mage = 68.65 months, SD = 2.88) attending the third year of kindergarten in Italy or inserted in Psyco-Social-Support activities in Iraq. The children were evaluated with a variety of tasks assessing WM, inhibitory control, counting, digit-quantity mapping, and digit naming skills. The results indicated substantial differences both in EFs and early numerical abilities between the deprived groups and the Italian children. Data are discussed in terms of implications for children both exposed to mainstream school environments and living in socio-economically disadvantaged and deprived contexts

Working memory and cognitive abilities in children with specific difficulties in arithmetic word problem solving

The relations between short-term memory, workingmemory, inhibitory control, and arithmeticwordproblem solution were studied in children who were poor in arithmeticproblemsolving (n = 23). The children were compared with a group of good problem solvers (n = 26), matched for vocabulary, age, and gender. The results corroborate the hypothesis of poor problem solvers' general deficit in inhibitory processes. They had lower scores and made more intrusion errors in a series of workingmemory tasks requiring inhibition of irrelevant information. The results showed that problemsolving performance is related to the ability of reducing the accessibility of nontarget and irrelevant information in memory. Span tasks that imply passive storage of information showed that poor problem solvers were impaired when they have to retain numerical information, but they did not differ from children who did not have difficulty with mathematics when the material included words

Domain-specific and domain-general precursorsof mathematical achievement: A longitudinalstudy from kindergarten to first grade

Background. Many contributing factors, both domain specific and domain general, influence children\u2019s performance in school achievement. Aims. This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade. Sample and Methods. A total of 70 children (38 females and 32 males) took part in the study. We tested the children at the beginning of their last year of kindergarten (time 1) on the following cognitive abilities: IQ, phonology, counting skills, verbal shortterm memory, visuo-spatial short-term memory, working memory, and processing speed. Then, we tested the same children at end of their last year of kindergarten (time 2) on a measure of numerical competence and at the end of their first year of primary school (time 3) on a test of math achievement. Results. Path analysis models revealed the direct influence of working memory and processing speed on predicting numerical competence in pre-schoolers and the influence of processing speed and verbal IQ on predicting math achievement in first graders. Moreover, this study found a direct link between numerical competence and math achievement. Conclusions. Both domain-specific and domain-general factors contribute to determining math achievement at the end of first grade