VSWM shows an overall positive relationship with mathematics performance in school-aged children¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across 35 included studies, the overall relationship between VSWM and mathematics performance is positive. → Katie Allen & Steve Higgins & John Adams 2019
Evidence¶
Katie Allen & Steve Higgins & John Adams 2019¶
Katie Allen & Steve Higgins & John Adams. (2019). The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09470-8
q2 · i? · quant-synthesis · r2
Quantitative synthesis of 35 independent studies, each converted to a correlation coefficient r; the review reports an overall positive association shown in the forest plot, with "an overall positive relationship between VSWM and mathematics".
"The results demonstrated an overall positive relationship between VSWM and mathematics, as evidenced by the forest plot in Fig.2 below."
Discussion¶
Related Claims¶
- Participant age shows no significant correlation with VSWM–mathematics effect sizes — a narrower finding that bears on this claim
- Smaller sample sizes are associated with larger VSWM–mathematics effect sizes — related
- Studies using a standardised mathematics measure yield significantly larger VSWM–mathematics effect sizes — a narrower finding that bears on this claim
- Standardised and non-standardised VSWM measures perform equally in relating VSWM to mathematics performance — a narrower finding that bears on this claim
- Type of VSWM assessed (simultaneous, sequential, or both) shows only a marginally non-significant influence on effect sizes — related
- Type of mathematics assessed (Numerical Operations vs Mathematical Reasoning) does not significantly influence effect sizes — related
- Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vswm-positive-association-mathematics-performance |
title |
VSWM shows an overall positive relationship with mathematics performance in school-aged children |
description |
VSWM shows an overall positive relationship with mathematics performance in school-aged children |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — katie-allen-steve-higgins-john-adams-2019 |
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