My charge in writing this commentary is to present a systematic review and appraisal of the articles comprising this special issue. To begin with, I want to underscore that this collection of articles unequivocally affirms that the study of individual differences in the development of mathematical abilities and its neuropsychological correlates has made significant progress since the publication of David Geary’s (1993) seminal paper on this topic 15 years ago. Moreover, as the studies reported in these articles make several important empirical and methodological contributions to our understanding of mathematical cognitive development, they will no doubt serve as catalysts for the next generation of advances in this field. However, in addition to extolling such accomplishments, it is my responsibility to examine the shortcomings of these papers, if any, highlight whatever shared features can be identified, arrive at some general conclusions about this body of work, and formulate some judicious recommendations for future research. Given the relatively circumscribed scope of the subject matter treated here, one might anticipate that the type of analysis I just described should be reasonably straightforward. However, even a cursory reading of these articles reveals that they cover a comparatively broad range of age groups, populations, mathematical domains, research methods, and data-analytic strategies. More specifically, the age levels of the participants range from preschoolers to young adults, and the populations studied include typically developing children, youngsters with low achieveDEVELOPMENTAL NEUROPSYCHOLOGY, 33(3), 427–446 Copyright © 2008 Taylor & Francis Group, LLC ISSN: 8756-5641 print / 1532-6942 online DOI: 10.1080/87565640801982494

中文翻译：

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工作记忆和数学认知发展：有限容量资源模型的局限性

我撰写这篇评论的职责是对组成这个特刊的文章进行系统的回顾和评价。首先，我想强调，这一系列文章明确肯定，自 David Geary (1993) 发表关于该主题的开创性论文以来，对数学能力发展中的个体差异及其神经心理学相关性的研究取得了重大进展 15几年前。此外，由于这些文章中报道的研究对我们对数学认知发展的理解做出了一些重要的实证和方法论贡献，它们无疑将成为该领域下一代进步的催化剂。然而，除了赞美这些成就之外，我有责任检查这些论文的不足之处，如果有的话，突出任何可以确定的共同特征，就这一工作得出一些一般性结论，并为未来的研究制定一些明智的建议。考虑到这里处理的主题的范围相对有限，人们可能会预期我刚才描述的分析类型应该相当简单。然而，即使粗略阅读这些文章，也会发现它们涵盖了相对广泛的年龄组、人口、数学领域、研究方法和数据分析策略。更具体地说，参与者的年龄范围从学龄前儿童到年轻人，所研究的人群包括典型发育中的儿童、发育神经心理学，33(3), 427–446 版权所有 © 2008 Taylor & Francis Group, LLC ISSN：