A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics

By Peng Peng, Jessica M. Namkung, Marcia Barnes, Congying Sun. 2016

506 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3e85945aae6e3729e0c5f7e18c6558cd2050495f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Dana Miller‐Cotto
2. James P. Byrnes
3. T. Cleary

In Experimental and Cognitive Psychology

1. Dana Miller‐Cotto
2. James P. Byrnes

In Statistics and Probability

1. Dana Miller‐Cotto
2. James P. Byrnes

Citations in the corpus

• What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. (2020, background): “It is well documented that students with different WM deficit profiles may interact with mathematics instruction such that particular instructional strategies would be more effective for students with different WM abilities (Peng et al., 2016).”