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Math anxiety and personality influence numeracy, although the nature of their contribution has been overlooked. In the present study, we investigated whether their association with numeracy depended on field of study and gender in higher education. Participants were Italian undergraduates in either the humanities ( N  = 201) or Science, Technology, Engineering and Math (STEM; N  = 209) fields of study. These participants remotely completed standardized tests assessing numeracy, math anxiety, personality, intelligence, and basic numerical skills. We tested whether math anxiety and personality interacted with field of study and gender in predicting numeracy. Results showed that math anxiety was negatively associated with numeracy independently of field of study and gender, while the effect of personality, especially neuroticism, on numeracy interacted with field of study over and above intelligence and basic numerical skills. Specifically, humanities undergraduates with higher neuroticism levels scored lower in numeracy than STEM undergraduates. These findings underscore the importance of emotional experience for a good performance in mathematics, beyond math anxiety and the other personality traits, in the students that are less familiar with mathematics. Finally, no robust gender moderation emerged, suggesting that its role may be overridden by differences associated with career choice.

This study aimed to investigate the interaction between linguistic and peripheral-motor processes in written production. Past research has focused on this topic by analyzing how handwriting and, more recently, typing execution were influenced by lexical and sublexical variables. We took a step further in this study by directly comparing handwriting and typing, examining if different motor executions allow for different flows of linguistic processing. Participants typed and handwrote a set of Italian stimuli in which we manipulated lexicality (words vs. pseudowords), orthographic complexity (stimuli with vs. without multiletter graphemes), and length (short vs. long stimuli). We measured and analyzed latency (response times [RTs]), the difference between RTs and the acoustic duration (AD) of the stimuli (RT-AD), mean length of interletter intervals (ILIs), and whole response duration (WRD). We further explored the effects of the position of the orthographic complexity on RTs, RT-AD, ILIs, and WRD. Results suggested a cascaded, continuous processing flow for handwriting and a mixed mechanism involving both serial and parallel modes of processing for typing. The differences in linguistic processing during handwriting and typing suggest different mechanisms in segmenting, maintaining, and retrieving the orthographic representation during motor execution. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The under-representation of women in Science, Technology, Engineering, and Mathematics (STEM) is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety (MA) and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender ( N F  =  N M  = 70) and Intelligent Quotient (IQ), completed online self-report questionnaires and a numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males', females' numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Lunardon, Cerni and Rumiati.)

ItalianL1 speakers of EnglishL2 produce the same English sound as longer if spelled with two than with one letter, following Italian grapheme-phoneme conversion rules. Do Italian listeners perceive short and long sounds in English homophonic word pairs that are spelled with a single letter or a digraph (finish-Finnish; morning-mourning)? In Experiment 1, 50 ItalianL1-EnglishL2 bilinguals and 50 English controls performed a Consonant Perception task and a Vowel Perception Task. They heard English homophonic word pairs containing a target sound spelled with one or two letters and indicated whether the two words contained the same sounds or not. For half of the listeners a picture was used to activate target words (Auditory-Visual Input group). Bilinguals in this group perceived different sounds in homophonic pairs. Experiment 2 tested whether naturalistic exposure reduces orthographic effects on speech perception by comparing learners, sequential bilinguals, and English controls (all n = 30) with Auditory-Visual Input. Orthographic form (spelling) affected consonant perception in both of the second language listener groups. Learners were less affected than bilinguals. Analyses indicated that this was because of the learners' high proficiency. It appears that ItalianL1 speakers of EnglishL2 make a long-short contrast for consonants-unattested in English-and illusorily perceive it in spoken English homophonous words. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Personality and cognition are found to be two interrelated concepts and to both have a predictive power on educational and life outcomes. With this study we aimed at evaluating the extent to which personality traits interact with cognition in acquiring cognitive competences during higher education. In a sample of university students at different stages of their career and from different fields of study, we collected Big Five traits, as a measure of personality, and Intelligent Quotient (IQ), as a proxy of cognition. A set of multiple regressions served to explore the relative contribution of IQ and personality traits on the performance on two cognitive competences tests: literacy and numeracy. Results showed that IQ highly modulated numeracy but had a moderate or no impact on literacy while, compared with IQ, personality affects literacy more. In a further explorative analysis, we observed that both the effects of personality and IQ on cognitive competences were modulated by the level of the students' career (freshmen, undergraduates, and bachelor graduates). Different traits, and particularly conscientiousness, increased or decreased their impact on achieved scores depending on the educational level, while IQ lost its effect in undergraduates suggesting that personal dispositions become more influential in advancing the academic carrier. Finally, the field of study resulted to be a predictor of numeracy, but also an important covariate altering the pattern of personality impact., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Cerni, Di Benedetto and Rumiati.)

It has been extensively demonstrated that in touch-typing, manual alternation is performed faster than manual repetition (see i.e. Rumelhart & Norman, 1982), due to parallel activation of successive keystrokes. In this experiment, we tested whether the manual coordination patterns typical of touch-typing can be observed in mobile-typing. We recruited skilled touch-typists and divided them into two groups depending on their typing habits on the mobile device. The "one-hand" group typed with one index finger on the mobile, and therefore produced words exclusively through manual repetition. The "two-hands" group used two thumbs, and therefore produced words through a combination of mobile-typing repetitions and alternations. The two groups were tested in a typing to dictation task with both a standard keyboard and a mobile keyboard. Results showed that manual alternation and manual repetition patterns are similar in touch-typing and in mobile-typing. For the "two-hands" group, the mean interkeystroke intervals (IKIs) for touch-typing decreased as manual alterations in words increased in both touch- and mobile-typing. The "one-hand" group showed an opposite pattern in mobile-typing. Bigram frequency was correlated with IKIs per bigrams in both tasks and groups, but the correlation for the "one-hand" group in mobile-typing was different. Our results suggest that manual coordination processes are the same in touch-typing and in mobile-typing despite different effectors, provided that both hands are used to type., (Copyright © 2016 Elsevier B.V. All rights reserved.)