Núñez-Peña M Isabel, Tubau Elisabet, Suárez-Pellicioni Macarena
Department of Social Psychology and Quantitative Psychology (Quantitative Psychology section), Faculty of Psychology, University of Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Spain; Institut de Recerca Sant Joan de Déu, Spain.
Institute of Neurosciences, University of Barcelona, Spain; Department of Cognition, Development and Educational Psychology, Faculty of Psychology, University of Barcelona, Spain.
Acta Psychol (Amst). 2017 Jun;177:17-22. doi: 10.1016/j.actpsy.2017.04.002. Epub 2017 Apr 18.
The aim of the study was to investigate how high math-anxious (HMA) individuals react to errors in an arithmetic task. Twenty HMA and 19 low math-anxious (LMA) individuals were presented with a multi-digit addition verification task and were given response feedback. Post-error adjustment measures (response time and accuracy) were analyzed in order to study differences between groups when faced with errors in an arithmetical task. Results showed that both HMA and LMA individuals were slower to respond following an error than following a correct answer. However, post-error accuracy effects emerged only for the HMA group, showing that they were also less accurate after having committed an error than after giving the right answer. Importantly, these differences were observed only when individuals needed to repeat the same response given in the previous trial. These results suggest that, for HMA individuals, errors caused reactive inhibition of the erroneous response, facilitating performance if the next problem required the alternative response but hampering it if the response was the same. This stronger reaction to errors could be a factor contributing to the difficulties that HMA individuals experience in learning math and doing math tasks.
该研究的目的是调查高数学焦虑（HMA）个体在算术任务中对错误的反应。向20名高数学焦虑者和19名低数学焦虑（LMA）个体呈现了一个多位数加法验证任务，并给予他们反应反馈。分析错误后调整措施（反应时间和准确性），以研究两组在面对算术任务中的错误时的差异。结果表明，高数学焦虑者和低数学焦虑者在错误后做出反应的速度都比正确答案后慢。然而，错误后准确性效应仅在高数学焦虑组中出现，表明他们在犯错后也比给出正确答案后更不准确。重要的是，只有当个体需要重复前一次试验中给出的相同反应时，才会观察到这些差异。这些结果表明，对于高数学焦虑个体来说，错误会导致对错误反应的反应性抑制，如果下一个问题需要替代反应，则会促进表现，但如果反应相同，则会阻碍表现。这种对错误的更强反应可能是导致高数学焦虑个体在学习数学和完成数学任务时遇到困难的一个因素。
