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A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72. 1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses. [ABSTRACT FROM AUTHOR]

To test the inversion of intensity interpretation based on negative relations between newborn and preschool intensity behaviors (Bell, Weller, & Waldrop 1971), 106 normal children were examined at the neonatal and preschool periods. Data analyses were carried out in 2 parts: Part I was an attempt to reconstruct the same measures of intensity Bell et al. used at both periods, and Part II was a broader factor analytic analysis using all measures conceptually related to intensity in the neonatal and preschool periods. In Part I, several correlations were in the direction consistent with inversion, but only 1 of 20 correlations reached significance. In Part II, several significant correlations between intensity behavior at newborn and preschool periods were obtained, indicating intense newborn behavior to be related to low levels of socially negative behaviors. Interpretations of intensity behaviors at both periods and their longitudinal relations are discussed. [ABSTRACT FROM AUTHOR]

According to Pascual-Leone, an important component of field independence and/or analytic intelligence is the tendency to use a large central computing space in approaching a cognitive task. The present study provided a preliminary test of this hypothesis. 7 tests were administered to 43 8-year-olds: 4 analytic field measures, 2 measures of central computing space, and 1 attention-concentration item with a high demand for central computing space. When submitted to factor analysis, the correlation matrix revealed essentially the pattern predicted on the basis of Pascual-Leone's model: 2 distinct yet substantially correlated factors emerged, with the first 4 measures showing significant loadings only on the first factor, and the last 3 measures showing significant loadings only on the second. The results were interpreted as providing preliminary support for Pascual-Leone's position, and as suggesting implications for research in cognitive development, education, and neuropsychology. [ABSTRACT FROM AUTHOR]