ReviewBrain sciences2022
The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis.
Review in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed.
- Extent of magnitude representation deficit and relationship with arithmetic skills in children with 22q11.2DS.Orphanet journal of rare diseases · 2024Trial
- Age-Related Differences in Cognitive and Postural Performance During Dynamic Dual-Tasks.Sensors (Basel, Switzerland) · 2026Article
- Developmental paths of the associations between visuospatial working memory and numerical processing.Psychological research · 2026Article
- Cognitive and Affective-Emotional Factors in Math Achievement: The Mediating Role of Intelligence.Journal of Intelligence · 2026Article
- Arithmetic performance in children with typical and impaired literacy skills.Frontiers in human neuroscience · 2026Article
- How the inversion property in number-naming impedes mathematical performance, potential interventions to minimize its impact.Psychological research · 2025Review
- Associations between indoor air exposures and cognitive test scores among university students in classrooms with increased ventilation rates for COVID-19 risk management.Journal of exposure science & environmental epidemiology · 2025Article
- Working Memory and Instructional Fit: Reintroducing Aptitude-Treatment Interaction in Education Research.Behavioral sciences (Basel, Switzerland) · 2025Review
- Understanding the Role of Cognitive Abilities and Math Anxiety in Adolescent Math Achievement.Journal of Intelligence · 2025Article
- A longitudinal study of the role of fingers in the development of early number and arithmetic skills in children with Apert syndrome.Journal of anatomy · 2024Article
- Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities.Children (Basel, Switzerland) · 2024Review
- From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.Frontiers in psychology · 2024Article
- Brain Active Areas Associated with a Mental Arithmetic Task: An eLORETA Study.Bioengineering (Basel, Switzerland) · 2023Article
- The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children.Journal of Intelligence · 2023Article
- The componential nature of arithmetical cognition: some important questions.Frontiers in psychology · 2023Review
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Working memory (WM) plays a crucial role in the development of arithmetic ability. However, research findings related to which factors influence the relationship between WM and arithmetic skills are inconsistent. The present meta-analysis aimed to examine the links between WM and arithmetic in primary school children and investigate whether this is dependent on WM domains (i.e., verbal, visual, spatial), child age, arithmetic operation type, and arithmetic task type. A total of 11,224 participants with an age range of 6- to 12 years, from 55 independent samples were included in the meta-analysis. Analysis of 46 studies with 187 effect sizes revealed an overall significant and medium correlation between WM and arithmetic. Heterogeneity analyses indicated that verbal WM showed a stronger correlation with arithmetic than visuospatial WM, and that correlations between verbal WM and arithmetic declined with age, whereas correlations between spatial-sequential, and spatial-simultaneous WM and arithmetic remained stable throughout development. Addition and subtraction were more involved in verbal WM than multiplication and division. Moreover, mental and written arithmetic showed comparable correlations with WM in all domains. These findings suggest moderation effects of WM domains, age, and operation types in the WM-arithmetic relationship and highlight the significant role of verbal WM in arithmetic ability in primary school children.
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