The inhibitory control–mathematical ability correlation does not differ across domains of mathematical ability¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Domains of mathematical ability (numerical, arithmetical, logical reasoning, geometric, standardized tests, school examinations) did not significantly moderate the correlation; all six domains correlated significantly with inhibitory control. → Zhu 2025

Evidence¶

Zhu 2025¶

Zhu, X., Tang, Y., Lu, J., Song, M., Yang, C., & Zhao, X. (2025). Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis. Educational Psychology Review, 37(1), 1. https://doi.org/10.1007/s10648-024-09976-w

q3 · i? · quant-synthesis · r?

Bivariate moderator analysis across the six coded mathematical ability domains found no significant moderation (F(5, 233) = 0.08, p = 0.996), with all six domains showing significant positive correlations (rs = 0.17–0.20). One exception emerged in subgroup analysis: for arithmetical ability, interference inhibition (r = 0.23) was significantly stronger than response inhibition (r = 0.12), t = 2.74, p = 0.007.

"We found no significant moderating effect of domains of mathematical ability, F(5, 233) = 0.08, p = 0.996 (see Table 1). Six domains of mathematical ability were significantly correlated with inhibitory control, rs = 0.17—0.20, ps ≤ 0.021."

Discussion¶

Learner Variables¶

• Executive Function — moderator: an instructional effect differs with it
• Geometric Reasoning — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Inhibitory control is moderately positively correlated with mathematical ability in elementary school children (r = 0.19) — related
• Interference inhibition correlates more strongly with mathematical ability than response inhibition — related
• Inhibitory control task does not significantly moderate the correlation overall, though the Random generation task shows a stronger association than Go/No-go and other tasks — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on
• Inhibition does not uniquely predict arithmetic fact retrieval above numerical magnitude processing — related