Inter- and intraindividual investigation of error adjustment in arithmetic 

• Applicant: Dr. Maristella Lunardon
• Subject Area: General, Cognitive and Mathematical Psychology
• Term: since 2026
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 579145492

In the highly technological society we live in, mathematical skills represent a core knowledge, especially in the Science, Technology, Engineering, and Mathematics (STEM) fields. However, students may lack the necessary skills to successfully engage in these fields. Therefore, it is crucial to understand how mathematical skills can be sustained. Mathematical skills are shaped not only by cognitive abilities but also by attitudinal factors, which can hinder mathematical skills, for example by altering responses to errors. Making mistakes is a fundamental part of learning, but it is yet to be understood how error processing functions in arithmetic, and how it is influenced by attitudes towards mathematics. This project integrates cognitive, affective and physiological approaches to address this critical aspect of mathematical learning. The aim is to investigate how students adjust after errors in arithmetic and whether these adjustments relate to STEM aspirations. I will examine inter- and intraindividual variability in error adjustment using behavioral markers such as post error slowing (PES), post-error accuracy and drift rate modelling to isolate post-error decisional processes. The project has three main objectives. First, I will investigate whether error adjustment varies with task difficulty and paradigm (production vs. decision), which influence cognitive demand and error proneness. Second, I will assess the role of math-specific trait and state factors in shaping error adjustment. I will focus on math anxiety and math self-efficacy, two well-established attitudes influencing math performance, and physiological activation during the task. Third, I will explore whether adaptive error adjustment in arithmetic at the end of high school is associated with STEM aspirations one year later. Understanding how error adjustment works in arithmetic and its link to future educational choices can inform theory and future interventions to foster mathematical skills and promote STEM engagement.

• DFG Programme: Position