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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Gifted and talented students exhibit distinct executive function profiles.
  • Working memory is a key executive function component showing potential differences.

Purpose of the Study:

  • To meta-analyze differences in working memory between gifted and average-intelligence students.
  • To identify potential moderating factors influencing these differences.

Main Methods:

  • Systematic review and meta-analysis of 17 articles (33 studies).
  • Random effects model with Hedges g effect size calculation.
  • Meta-regression and ANOVA for moderating variable analysis.

Main Results:

  • Overall significant effect favoring gifted students (g=0.80).
  • Significant effects observed in both verbal (g=0.969) and visual (g=0.674) working memory.
  • Measurement methodology was the only significant moderator.

Conclusions:

  • Gifted students possess enhanced verbal and visual working memory.
  • The method used to assess working memory significantly impacts observed differences.