A Meta-Analysis of Mathematics and Working Memory: Moderating Effects of Working Memory Domain, Type of Mathematics Skill, and Sample Characteristics

被引：368
作者：
Peng, Peng [1 ]
Namkung, Jessica [2 ]
Barnes, Marcia [3 ]
Sun, Congying [4 ]
机构：
[1] George Washington Univ, Dept Special Educ & Disabil Studies, Washington, DC 20037 USA
[2] SUNY Albany, Dept Educ Psychol, Albany, NY 12222 USA
[3] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA
[4] Georgia State Univ, Dept Educ Psychol Special Educ & Commun Disorders, Atlanta, GA 30303 USA
来源：
JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2016年 / 108卷 / 04期
关键词：
mathematics; working memory; domain; sample type; PRIMARY-SCHOOL CHILDREN; SHORT-TERM-MEMORY; INDIVIDUAL-DIFFERENCES; PHONOLOGICAL AWARENESS; CEREBRAL-PALSY; YOUNG-CHILDREN; ARITHMETIC PERFORMANCE; LEARNING-DISABILITIES; EXECUTIVE FUNCTIONS; COGNITIVE-PROCESSES;
D O I：
10.1037/edu0000079
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The purpose of this meta-analysis was to determine the relation between mathematics and working memory (WM) and to identify possible moderators of this relation including domains of WM, types of mathematics skills, and sample type. A meta-analysis of 110 studies with 829 effect sizes found a significant medium correlation of mathematics and WM, r = .35, 95% confidence interval [.32, .37]. Moderation analyses indicated that mathematics showed comparable association with verbal WM, numerical WM, and visuospatial WM. Word-problem solving and whole-number calculations showed the strongest relation with WM whereas geometry showed the weakest relation with WM. The relation between WM and mathematics was stronger among individuals with mathematics difficulties that are associated with other disorders or cognitive deficits compared with that among typically developing individuals and individuals with only mathematics difficulties. The implications of these findings with respect to mathematics instruction and WM training are discussed.
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收藏
页码：455 / 473
页数：19
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