数学能力的改善:针对工作记忆训练的元分析

Enhancing mathematical abilities: A meta-analysis on the effect of working memory training

工作记忆训练指针对工作记忆各成分进行的训练,以实现个体记忆与其他认知能力的提升。该领域一直都是研究者关注的热点,越来越多的研究正在试图利用工作记忆训练改善个体的数学能力。然而回顾过往的研究,发现研究所关注的数学能力类型、针对的被试人群、使用的方法、结论等存在较大差异,目前尚没有系统性综述专门探讨工作记忆训练对数学能力的影响。因此,本文首先回顾和数学能力有关的工作记忆训练方式,然后结合元分析,从数感、运算能力和数学推理能力三个方面,分别回顾归纳工作记忆训练对数学能力的提升作用。具体而言,尽管研究数量相对有限,工作记忆训练可能有效改善数感,其效应量为中等(Cohen’s d=0.51);而可能无法有效改善运算和数学推理能力,它们的效应量小(运算:Cohen’s d=0.04;数学推理:Cohen’s d=-0.06)。此外,训练目标类型与训练效果有着密切的联系。

Working memory training can effectively improve individual’s cognitive performance.In last decades,accumulating studies examined the transfer effects of working memory training on the mathematical abilities.However,findings from these studies render inconsistent depending on the measure of mathematical abilities,types of working memory training,and participants.In this meta-analysis,we thus reviewed two types of trainings strategies–uni-dimensional and multi-dimensional trainings– and their effects on the enhancement of mathematical skills,including number sense,arithmetic and mathematics reasoning.Results showed that working memory training significantly improved number sense with a medium effect size(Cohen’s d=0.51),rather than arithmetic(Cohen’s d=0.04)and mathematics reasoning(Cohen’s d=?0.06).Furthermore,the types of working memory training significantly moderated the transfer effects of working memory training on mathematical performance.