| P50 | author | Sara Caviola | Q52280711 |
| | Irene C. Mammarella | Q42759186 |
| P2093 | author name string | Emma Carey | |
| | Denes Szucs | |
| P2860 | cites work | The mind and brain of short-term memory | Q24568203 |
| | The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance | Q26771484 |
| | The effect of pressure on high- and low-working-memory students: An elaboration of the choking under pressure hypothesis | Q29038328 |
| | The Nature, Effects, and Relief of Mathematics Anxiety | Q29395908 |
| | Standardized assessment of strategy use and working memory in early mental arithmetic performance | Q30538025 |
| | Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders | Q33591290 |
| | When high-powered people fail: working memory and "choking under pressure" in math | Q34390170 |
| | Cognitive components of a mathematical processing network in 9-year-old children | Q34617813 |
| | Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance | Q34712362 |
| | Time pressure increases cooperation in competitively framed social dilemmas | Q34797117 |
| | Children's strategies in complex arithmetic. | Q51862508 |
| | Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task. | Q51887563 |
| | Educational neuroscience: Developmental mechanisms: towards a conceptual framework. | Q51900184 |
| | From poor performance to success under stress: working memory, strategy selection, and mathematical problem solving under pressure. | Q51901744 |
| | Working memory and children's use of retrieval to solve addition problems. | Q51929620 |
| | On the fragility of skilled performance: what governs choking under pressure? | Q51961278 |
| | Inferences under time pressure: how opportunity costs affect strategy selection. | Q51980488 |
| | More on the fragility of performance: choking under pressure in mathematical problem solving. | Q51982897 |
| | Finding your marbles: does preschoolers' strategic behavior predict later understanding of mind? | Q51989579 |
| | Older and younger adults' strategy choices in multiplication: testing predictions of ASCM using the choice/no-choice method. | Q52003131 |
| | Effects of response time deadlines on adults' strategy choices for simple addition. | Q52009235 |
| | Thinking about Choking? Attentional Processes and Paradoxical Performance. | Q54483910 |
| | Math Anxiety: Personal, Educational, and Cognitive Consequences | Q56672615 |
| | A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics | Q56672619 |
| | New perspectives in attentional control theory | Q57310215 |
| | Developmental gains in visuospatial memory predict gains in mathematics achievement | Q34922045 |
| | Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders | Q35029170 |
| | Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study | Q35535648 |
| | Decision making under time pressure, modeled in a prospect theory framework | Q36034752 |
| | Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety | Q36150276 |
| | Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years | Q37311075 |
| | Who Chokes Under Pressure? The Big Five Personality Traits and Decision-Making under Pressure | Q37733166 |
| | Decision making under stress: a selective review | Q37985309 |
| | Neural correlates of arithmetic calculation strategies | Q38379616 |
| | Time and cognitive load in working memory. | Q38397668 |
| | What does EEG tell us about arithmetic strategies? A review. | Q38843317 |
| | Subtypes and comorbidity in mathematical learning disabilities: Multidimensional study of verbal and visual memory processes is key to understanding | Q38875146 |
| | Involvement of short-term memory in complex mental calculation | Q39311328 |
| | Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations | Q40404382 |
| | Worry and working memory influence each other iteratively over time | Q41484979 |
| | What is pressure? Evidence for social pressure as a type of regulatory focus | Q41854888 |
| | An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence. | Q45340626 |
| | Separating math from anxiety: The role of inhibitory mechanisms | Q47328864 |
| | Math anxiety and developmental dyscalculia: A study on working memory processes | Q47654339 |
| | Working memory, worry, and algebraic ability | Q47922674 |
| | When higher working memory capacity hinders insight | Q48104227 |
| | Bullying as strategic behavior: relations with desired and acquired dominance in the peer group | Q48132391 |
| | Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: findings from a 3-year longitudinal study | Q48281824 |
| | Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. | Q48343880 |
| | Working memory, math performance, and math anxiety | Q48388916 |
| | Choking and excelling under pressure | Q48420486 |
| | The role of working memory in carrying and borrowing | Q49086460 |
| | The role of phonological and visual working memory in complex arithmetic for Chinese- and Canadian-educated adults. | Q49111525 |
| | Math anxiety: who has it, why it develops, and how to guard against it. | Q50569475 |
| | Writing about testing worries boosts exam performance in the classroom. | Q50648624 |
| | The effects of subjective time pressure and individual differences on hypotheses generation and action prioritization in police investigations. | Q50716092 |
| | The involvement of working memory in children's exact and approximate mental addition. | Q50764311 |
| | The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. | Q50774734 |
| | Developing procedural flexibility: are novices prepared to learn from comparing procedures? | Q50791032 |
| | The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. | Q51005918 |
| | The effects of time pressure on arithmetic performance. | Q51082662 |
| | The relationships among working memory, math anxiety, and performance. | Q51643001 |
| | Strategy switch costs in arithmetic problem solving. | Q51713386 |
| | Diagnosing and alleviating the impact of performance pressure on mathematical problem solving. | Q51723245 |
| | Proportional reasoning as a heuristic-based process: time constraint and dual task considerations. | Q51849531 |
| | Does switching between strategies within the same task involve a cost? | Q51850863 |
| P407 | language of work or name | English | Q1860 |
| P921 | main subject | mathematical anxiety | Q845527 |
| P304 | page(s) | 1488 | |
| P577 | publication date | 2017-09-01 | |
| P1433 | published in | Frontiers in Psychology | Q2794477 |
| P1476 | title | Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature | |
| P478 | volume | 8 | |