This study presents a meta-analysis of the relation between language and mathematics. A moderate relation between language and mathematics was found in 344 studies with 393 independent samples and more than 360,000 participants, r = .42, 95% CI [.40, .44]. Moderation and partial correlation analyses revealed the following: (a) more complicated language and mathematics skills were associated with stronger relations between language and mathematics; after partialing out working memory and intelligence, rapid automatized naming showed the strongest relation to numerical knowledge; (b) the relation between language and mathematics was stronger among native language speakers than among second-language learners, but this difference was not found after partialing out working memory and intelligence; (c) working memory and intelligence together explained over 50% of the variance in the relation between language and mathematics and explained more variance in such relations involving complex mathematics skills; (d) language and mathematics predicted the development of one another even after controlling for initial performance. These findings suggest that we may use language as a medium to communicate, represent, and retrieve mathematics knowledge as well as to facilitate working memory and reasoning during mathematics performance and learning. With development, the use of language to retrieve mathematics knowledge may be more important for foundational mathematics skills, which in turn further strengthens linguistic thought processes for performing more advanced mathematics tasks. Such use of language may boost the mutual effects of cognition and mathematics across development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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检验语言与数学之间的相互关系：荟萃分析。

这项研究对语言和数学之间的关系进行了荟萃分析。在344项研究中，有393个独立样本和360,000多名参与者发现了语言与数学之间的适度关系，r = .42，95％CI [.40，.44]。适度和偏相关分析表明：（a）语言和数学技能越复杂，语言与数学之间的关系就越牢固；在剔除了工作记忆和智力之后，快速的自动命名显示出与数值知识的最强关系。（b）母语使用者的语言和数学之间的关系比第二语言学习者的语言和数学之间的关系更强，但是在将工作记忆和智力分开后，这种差异没有发现；（c）工作记忆和智力共同解释了语言和数学之间关系的50％以上的变化，并解释了这种关系中涉及复杂数学技能的更多变化；（d）语言和数学即使控制了最初的表现，也预测了彼此的发展。这些发现表明，我们可以使用语言作为沟通，表达和检索数学知识的媒介，并在数学表现和学习过程中促进工作记忆和推理。随着发展，使用语言来检索数学知识对于基础数学技能可能更为重要，这反过来进一步加强了语言思维过程，以执行更高级的数学任务。语言的这种使用可以促进认知和数学在整个发展过程中的相互影响。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。