Math anxiety and the shifting function: An event‐related potential study of arithmetic task switching

Why is math anxiety usually related to less efficient math processing? According to attentional control theory, anxiety leads to reduced attentional control, which often entails a greater investment of resources (e.g., more time or effort) to carry out a cognitive task. The executive functions mainly affected by anxiety are inhibition and shifting. Previous studies suggest that math anxiety may impair the inhibitory function. In the present study, the relationship between math anxiety and shifting efficiency when switching between two‐digit additions and subtractions was examined. Twenty highly math‐anxious and 20 low math‐anxious individuals participated in an event‐related potential (ERP) transition‐cueing experiment. Math anxiety was expected to delay the shifting process, leading to a larger switch cost in response time and no centroparietal cue‐locked switch‐specific positivity registered in the electroencephalogram during the cue‐target interval. Highly math‐anxious individuals showed a larger switch cost than their low math‐anxious peers. Asymmetrical switch effects between operations in response time were found in both groups, which might be due to larger sequential difficulty effects after subtractions than after additions. The cue‐locked switch‐specific positivity was present only in the low math‐anxious group. The present results suggest that highly math‐anxious individuals take longer to shift task sets. Additionally, the highly math‐anxious group showed a more positive frontal P2 after the cue that announced a switch to subtraction, probably indicating stronger attentional capture by this cue, because the most threatening condition is anticipated. Taken together, these data suggest that math anxiety also impairs attentional control when switching between arithmetic tasks. In an event‐related potential (ERP) task‐switching experiment, highly math‐anxious individuals showed higher switch cost and absence of the cue‐locked late switch positivity. This provides the first evidence that math anxiety is associated with reduced shifting efficiency when switching between additions and subtractions, as predicted by attentional control theory. The impairment of this executive function may help to explain the difficulties that highly math‐anxious individuals experience when performing math.