Working memory deficits in Math learning difficulties: a meta-analysis
Working memory deficits in Math learning difficulties: a meta-analysis
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DOI：
10.1179/2047387711y.0000000007
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发表时间：
2012-07-01
影响因子：
2.1
通讯作者：
David, Carmen V.
中科院分区：
文献类型：
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作者：
David, Carmen V.
本研究采用Baddeley和Hitch的多分量工作记忆模型，对比较数学学习困难儿童和平均成绩、年龄匹配儿童在工作记忆测量方面的文献进行了定量综合。我们的荟萃分析调查从文献中提取了18项符合纳入标准的研究。我们假设Baddeley和Hitch模型的所有三个组成部分都应该导致有数学学习困难的儿童表现出较差的数学成绩，并且这种关系随着年龄的变化而变化。此外，我们假设有数学学习困难的儿童在数字材料和/或处理方面表现出更严重的工作记忆缺陷。根据科恩的标准，结果表明了一个很大的效应大小，有利于控制数学成绩和中央执行成分之间的关系，以及数学成绩和视觉空间素描板之间的关系，在年轻的时候更加突出。在数学成绩和语音循环（PL）的情况下，只有中等效应大小出现。在数字和非数字工作记忆缺陷方面，数字中央执行措施的效应量较大，数学数学数值措施的效应量适中，非数字工作记忆措施的效应量较弱。结果表明，数学困难可归因于中央执行缺陷或延迟，数字刺激和/或处理和视觉空间工作记忆缺陷更为突出。
In the present study, we made a quantitative synthesis of the literature comparing children with Math learning difficulties to average-achieving, age-matched children on measures of working memory in view of Baddeley and Hitch's multicomponential working memory model. Our meta-analytic investigation drew from the literature a number of 18 studies that matched the inclusion criteria. We hypothesized that all three components of Baddeley and Hitch's model should contribute to the poor Math performance displayed by children with Math learning difficulties, and that this relation varies as a function of age. Also, we hypothesized that children with Math learning difficulties would present more accentuated working memory deficits for numerical material and/or processing. Based upon Cohen's criteria, the results indicate a large effect size, in favor of the controls for the relationship between Math performance and central executive component, as well as Math performance and the visual-spatial sketchpad, more accentuated in younger ages. Only a moderate effect size emerged in the case of Math performance and the phonological loop (PL). With respect to numerical versus non-numerical working memory deficits, a large effect size emerged for numerical central executive measures, along with a moderate effect size for the PL numerical measures, and a weak effect size for non-numerical PL. The results indicate that Math difficulties are attributable to a central executive deficit or delay, more accentuated for numerical stimuli and/or processing and to a visual-spatial working memory deficit.