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Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator
Background: Emotional perception of math-related information can affect an individual’s attitude and professional choices, especially in the area of science, technology, engineering, and math (STEM) professions. Method: The study compared the processing of math-related words, words with negative emo...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9624308/ https://www.ncbi.nlm.nih.gov/pubmed/36278601 http://dx.doi.org/10.3390/jintelligence10040079 |
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author | Layzer Yavin, Lilach Shechter, Adi Rubinsten, Orly |
author_facet | Layzer Yavin, Lilach Shechter, Adi Rubinsten, Orly |
author_sort | Layzer Yavin, Lilach |
collection | PubMed |
description | Background: Emotional perception of math-related information can affect an individual’s attitude and professional choices, especially in the area of science, technology, engineering, and math (STEM) professions. Method: The study compared the processing of math-related words, words with negative emotional valence, and words with neutral valence, using the physiological measure of pupil dilation on a random sample of 30 adults. Pupil responses were examined during a lexical decision task (LDT). We sought to show that exposure to math-related stimuli would cause arousal of the sympathetic system leading to an increase in pupil dilation, similar to that caused by exposure to negative stimuli. Results: pupillary responses were sensitive to words with emotional valence; exposure to math-related words led to increased pupil dilation compared to neutral words; exposure to words with negative valence led to increased pupil dilation compared to neutral words; exposure to math-related words and words with negative valence led to similar pupil dilation. The study concludes math-related textual stimuli lead to increased pupil dilation, similar to negative affective valence textual stimuli. Conclusion: These findings create new possibilities for studying the cognitive and emotional effort required to process math-related information using pupillary response, with implications for researchers, educators, and leaders in the field. |
format | Online Article Text |
id | pubmed-9624308 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-96243082022-11-02 Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator Layzer Yavin, Lilach Shechter, Adi Rubinsten, Orly J Intell Article Background: Emotional perception of math-related information can affect an individual’s attitude and professional choices, especially in the area of science, technology, engineering, and math (STEM) professions. Method: The study compared the processing of math-related words, words with negative emotional valence, and words with neutral valence, using the physiological measure of pupil dilation on a random sample of 30 adults. Pupil responses were examined during a lexical decision task (LDT). We sought to show that exposure to math-related stimuli would cause arousal of the sympathetic system leading to an increase in pupil dilation, similar to that caused by exposure to negative stimuli. Results: pupillary responses were sensitive to words with emotional valence; exposure to math-related words led to increased pupil dilation compared to neutral words; exposure to words with negative valence led to increased pupil dilation compared to neutral words; exposure to math-related words and words with negative valence led to similar pupil dilation. The study concludes math-related textual stimuli lead to increased pupil dilation, similar to negative affective valence textual stimuli. Conclusion: These findings create new possibilities for studying the cognitive and emotional effort required to process math-related information using pupillary response, with implications for researchers, educators, and leaders in the field. MDPI 2022-10-03 /pmc/articles/PMC9624308/ /pubmed/36278601 http://dx.doi.org/10.3390/jintelligence10040079 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Layzer Yavin, Lilach Shechter, Adi Rubinsten, Orly Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title | Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title_full | Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title_fullStr | Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title_full_unstemmed | Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title_short | Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator |
title_sort | mathematical and negative information are similarly processed: pupil dilation as an indicator |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9624308/ https://www.ncbi.nlm.nih.gov/pubmed/36278601 http://dx.doi.org/10.3390/jintelligence10040079 |
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