Working-memory task type moderates MLD deficits: processing speed and updating yield larger effects than inhibition, independent of numerical content¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Inhibition tasks yielded smaller MLD-control effect sizes than verbal updating (p = .041) and visuospatial updating (p = .015) tasks; processing-speed measures yielded larger effect sizes than all other working-memory measures except visuospatial updating. → Kroesbergen 2023 q3 i? Whether the working-memory task included numerical information did not relate to effect sizes (p = .839), and the same held for RAN digit naming (p = .484). → Kroesbergen 2023 (2)

Evidence¶

Kroesbergen 2023¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r?

Moderator analysis of working-memory task type within the meta-analysis. The article also reports that "processing-speed measures yielded larger effect sizes than all other working memory measures (ps < .05) except visuospatial updating tasks."

"Specifically, inhibition tasks yielded smaller effect sizes than both verbal updating tasks, p = .041, and visuospatial updating tasks, p = .015."

Kroesbergen 2023 (2)¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r2

Null moderator result within the meta-analysis: numerical content of working-memory tasks did not explain variance (p = .839), nor did digit naming in RAN tasks (p = .484). The authors interpret this as no evidence for difficulty with processing numbers per se.

"The predictor indicating whether the working memory task included the use of any numerical information did not relate to the effect sizes, p = .839."

Discussion¶

Related Claims¶

• Working memory, processing speed, and verbal comprehension weaknesses are shared across reading and math deficits — related
• Visuo-spatial working memory and inhibition jointly predict mathematics performance in 9–10-year-old children — related