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Reversal of Significance of Numeric Stimulus in Individual with Math Anxiety.

Grant number: 13/12640-4
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): November 01, 2013
Effective date (End): October 31, 2016
Field of knowledge:Humanities - Psychology - Experimental Psychology
Principal researcher:Nassim Chamel Elias
Grantee:Rogério Crevelenti Fioraneli
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The aversive control present in the teaching of mathematics can generate unpleasant physiological reactions, negative self-attributions and response pattern known as mathematics anxiety, characterized by escape and avoidance in situations requiring the use of mathematical repertoires. Typically individuals with math anxiety, apart from the difficulty in learning the subject matter, form conceptual classes in which mathematical stimuli are associated with unpleasant and punitive events. The literature on reversal of stimulus equivalence classes has pointed promising directions, but no study has been conducted to reverse negative meaning of mathematical stimuli present in pre-experimental classes in individuals who suffer from math anxiety. This study aims to (1) reverse pre-experimental class formed by mathematical stimuli, (2) establish the formation of a new class containing positive social aspects and mathematical stimuli, (3) expand the data on reversal of equivalence classes; (4) inaugurate investigations on reversal of classes containing pre-experimental mathematical stimuli emotionally aversive to individuals with math anxiety, (5) verify the effect of maintenance or attenuation the passage of time has over the new class containing positive social aspects and mathematical stimuli. The participants will be nine elementary school students who present mathematics anxiety detected by a specific scale. The procedure will involve the application of a differential semantic scale, pre-tests and post-tests involving stimuli A1 (reinforcement social forms), A2 (non-reinforcing social forms), B (non-representational forms), C1 (numerical visual stimuli), C2 (non-representational forms, different from B), D1 (non-numeric visual stimuli related to reinforcing social situations); training of AB and BC relations; follow-up after two months. The data will be discussed based on the objectives and comparison with literature.

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