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Related Concept Videos

Working Memory01:24

Working Memory

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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Ampere-Maxwell's Law: Problem-Solving01:17

Ampere-Maxwell's Law: Problem-Solving

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A parallel-plate capacitor with capacitance C, whose plates have area A and separation distance d, is connected to a resistor R and a battery of voltage V. The current starts to flow at t = 0. What is the displacement current between the capacitor plates at time t? From the properties of the capacitor, what is the corresponding real current?
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Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
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Related Experiment Video

Updated: Aug 2, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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The association between working memory and mathematical problem solving: A three-level meta-analysis.

Zhongtian Ji1, Kan Guo1

  • 1School of Mathematical Sciences, Beijing Normal University, Beijing, China.

Frontiers in Psychology
|April 14, 2023
PubMed
Summary

Working memory (WM) moderately impacts mathematical problem solving (MPS). The central executive function is most influential, while the phonological loop is least, with word problems showing a stronger link to WM.

Keywords:
executive functionsmathematical problem solvingthree-level meta-analysisword problemworking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Working memory (WM) is crucial for mathematical problem solving (MPS).
  • The precise relationship between WM and MPS requires further clarification.
  • This study addresses the need for a quantitative synthesis of existing research.

Approach:

  • A comprehensive meta-analysis was conducted on studies published between 2000 and 2020.
  • Publication bias was assessed using Egger's regression tests and funnel plots.
  • A three-level meta-analytic model was employed, incorporating data from 130 studies.

Key Points:

  • A moderate positive relationship was found between WM and MPS (r = 0.280).
  • Dressed-up word problems demonstrated a stronger association with WM compared to intra-mathematical problems.
  • The central executive component of WM showed the strongest link to MPS, whereas the phonological loop exhibited the weakest.

Conclusions:

  • WM plays a significant role in mathematical problem solving.
  • Specific WM components and problem types differentially influence MPS.
  • Findings have implications for educational interventions and cognitive training programs aimed at improving mathematical abilities.