One could argue that these relationships are unsurprising, given that the CRT is based on mathematical word problems, and many of these judgment and decision-making tasks also contain numerical information.
One is that the effects of maths anxiety are not only present in the case of arithmetical operations which involve high computational demands, and are presented in the form of numbers and symbols, but also in the case of word problems with numerical content, where mathematical symbols are not used.
Cognitive reflection test (CRT; [ 19]): The CRT is a three-item test which consists of word problems including numerical information (see an example item above).
No significant correlations between the self-reported use of verbalization or visualization in solving arithmetic word problems and numerical or figural intelligence were observed (n = 36).
Finally, the fact that self-reported anxiety levels correlated strongly with AMAS scores confirms the ecological validity of the AMAS in predicting anxiety levels elicited by word problems including numerical content, which were presented in a low-stakes situation.
No significant correlations between the self-reported use of verbalization or visualization in solving arithmetic word problems and numerical or figural intelligence were observed (n = 36), and no significant correlation between the self-reported use of visualization in solving arithmetic word problems and verbal intelligence was observed.
A possible non-numerical control condition to arithmetic word problems may be reading.
No significant correlation between the self-reported use of verbalization or visualization during solving arithmetic word problems and verbal, numerical or figural intelligence as well as performance was observed.
We observed no significant correlations between the self-reported use of verbalization or visualization during solving arithmetic word problems and verbal, numerical or figural intelligence as well as performance in the arithmetic task (Verbalization: R 2 =.298, F7,27 = 1.639, p =.167, n.s.; n = 36; Visualization: R 2 =.112, F7,27 =.487, p =.835, n.s.; n = 36).
The values of the use of verbalization as well as visualization in solving arithmetic word problems (criterion variables) were regressed on verbal intelligence, numerical intelligence, figural intelligence, response times and arcsin√p transformed rates of correct responses for both conditions (formulation, story; predictor variables).
Tasking students with the generation of a new arithmetic problem and construction of a new numerical relation can be seen as an effort toward better understanding of word problems (Brown and Walter 1990).
