Brain Correlates of Mathematical Anxiety

Social and Behavioral Sciences Undergraduate Research GrantArts and Sciences Honors Committee Undergraduate Research ScholarshipThe Denman Undergraduate Research Forum - Honorable MentionMathematical anxiety is defined as apprehension and stress surrounding situations involving mathematical information and reasoning. This study utilized an electroencephalogram (EEG) paradigm to observe the effect that anticipation before mathematical performance and feedback after mathematical performance may have on an EEG-based anxiety response. The EEG paradigm consisted of a series of algebraic equations, arithmetic equations, and lexical questions, where participants decided if the equation/sentence was mathematically/grammatically correct or incorrect. Results, collected from a sample of N = 7 Research Experience Program (REP) students at The Ohio State University (OSU), suggested that cueing before math performance and feedback after math performance led to changes in cortical function, particularly within the algebra and arithmetic tasks. There was little evidence to suggest that cue and feedback influenced cortical functioning during the lexical task. With more comprehensive knowledge behind mathematical anxiety, future researchers can investigate its developmental origins, and perhaps, ultimately develop a manageable educational intervention to better general mathematical performance by overcoming this negative emotional response.Social and Behavioral Sciences Undergraduate Research GrantArts and Sciences Honors Committee Undergraduate Research ScholarshipNo embargoAcademic Major: Psycholog