Universidad Europea de Canarias.
Psicothema. 2019 Aug;31(3):255-262. doi: 10.7334/psicothema2019.18.
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.
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 show an average effect size of g +=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; <.001; I =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 I =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.
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.
天才学生在执行功能的某些成分（如工作记忆）方面表现出不同的功能。本元分析研究了高能力学生和普通智力学生在工作记忆方面的差异。
共分析了 17 篇文章和 33 项不同的研究。采用随机效应模型，用 Hedges g 计算效应大小。使用元回归模型分析连续变量的调节变量，使用 ANOVA 分析分类变量的调节变量。
结果显示平均效应大小为 g+=0.80（95%置信区间：0.621，0.976），且存在高度异质性（Q(32)=196.966；<0.001；I=83.754%）。在测量言语工作记忆的研究中，效应大小为 g+=0.969（95%置信区间：0.697，1.241），异质性 I=83.416%。在评估视觉工作记忆的研究中，g+=0.674（95%置信区间：0.443，0.906），异质性为 83.416%。对调节变量的分析发现，工作记忆的测量方式是唯一显著的变量。
天才学生在言语和视觉工作记忆方面都有显著的优势，并且工作记忆的测量方式有显著影响。
