Attitudes toward math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement. This study investigated, for the first time, the effects of the interaction between math skill and ATM on the neurocognitive basis of arithmetic processing. We examined the effect of this interaction using a single-digit multiplication task in 9- to 12-year-old children. Results showed that higher math skill was correlated with less activation in the left inferior frontal gyrus (IFG), and positive ATM were correlated with less activation in the left IFG. The relation between ATM and the neural basis of multiplication varied depending on math skill. Only among children with lower math skill, positive ATM were associated with greater activation of the left IFG. The results suggest that positive ATM in low-skill children might encourage them to more fully engage the neurocognitive systems underlying controlled effort and retrieval of multiplication facts. Our results highlight the importance of examining the role of both attitudinal and cognitive factors on the neural basis of arithmetic development.

中文翻译：

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对数学的态度与乘法的神经基础不同，具体取决于数学技能

对数学的态度 (ATM) 可以预测数学成就。消极 ATM 与回避数学内容有关，而积极 ATM 与在数学任务上付出更多努力有关。最近的文献强调了在检查与成就的关系时考虑 ATM 和数学技能之间的相互作用的重要性。这项研究首次调查了数学技能和 ATM 之间的相互作用对算术处理的神经认知基础的影响。我们使用 9 至 12 岁儿童的个位数乘法任务检查了这种交互的效果。结果表明，较高的数学技能与左侧额下回 (IFG) 的较少激活相关，而 ATM 阳性与左侧 IFG 的较少激活相关。ATM 与乘法神经基础之间的关系因数学技能而异。只有在数学技能较低的儿童中，积极的 ATM 与左侧 IFG 的更大激活有关。结果表明，低技能儿童的积极 ATM 可能会鼓励他们更充分地参与控制努力和检索乘法事实的神经认知系统。我们的结果强调了检查态度和认知因素在算术发展的神经基础上的作用的重要性。结果表明，低技能儿童的积极 ATM 可能会鼓励他们更充分地参与控制努力和检索乘法事实的神经认知系统。我们的结果强调了检查态度和认知因素在算术发展的神经基础上的作用的重要性。结果表明，低技能儿童的积极 ATM 可能会鼓励他们更充分地参与控制努力和检索乘法事实的神经认知系统。我们的结果强调了检查态度和认知因素在算术发展的神经基础上的作用的重要性。