Differences in working memory between gifted or talented students and community samples: A meta-analysis

• Elena Rodríguez-Naveiras ^[1] ; Emilio Verche ^[2] ; Pablo Hernández-Lastiri ^[3] ; Rubens Montero ^[3] ; África Borges ^[3]
  1. [1] Universidad Europea de Canarias

     Universidad Europea de Canarias

     Orotava, La, España

     
  2. [2] Universidad Europea de Madrid

     Universidad Europea de Madrid

     Madrid, España

     
  3. [3] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     

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• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 31, Nº. 3, 2019, págs. 255-262
• Idioma: inglés
• Títulos paralelos:
  • Diferencias en memoria de trabajo entre alumnado superdotado y talentoso y muestras comunitaria: un meta-anális
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Antecedentes: los estudiantes superdotados y con talento tienen un funcionamiento diferencial en algunas componentes de las funciones ejecutivas como la memoria de trabajo. Este meta-análisis estudia las diferencias entre estudiantes con alta capacidad intelectual y con inteligencia promedio en memoria de trabajo. Método: un total de 17 artículos con 33 estudios diferenciados fueron analizados. Se empleó un modelo de efectos aleatorios, calculando el tamaño del efecto con g de Hedges. Las variables moderadoras se analizaron empleando una meta-regresión para las continuas y ANOVA para las categóricas. Resultados: los resultados muestran un tamaño del efecto de g+=0.80 (95% CI: 0.621, 0.976) y una alta heterogeneidad (Q(32)=196.966; p<.001; I2=83.754%). En los estudios que miden memoria de trabajo verbal, el tamaño del efecto fue de g+=0.969 (95% CI: 0.697, 1.241) y la heterogeneidad I2=83.416%. En los que evalúan memoria de trabajo visual, g+=0.674 (95% CI: 0.443, 0.906) y la heterogeneidad I2 =83.416%. El análisis de variables moderadoras identificó la forma de medir la memoria de trabajo como la única variable significativa. Conclusiones: existe un efecto significativo en favor de los estudiantes superdotados y con talento, tanto en memoria de trabajo verbal como visual, con influencia del procedimiento utilizado para medir memoria de trabajo.

  • English

    Background: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. Method: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. Results: Results show an average effect size of g+=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; p<.001; I2=83.754%). In the studies that measured verbal working memory, the effect size was g+=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2=83.416%. In those assessing visual working memory, g+=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. Conclusions: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory

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