| Spacing and the transition from calculation to retrieval. | |
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MedLine Citation:
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PMID: 18567270 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Many arithmetic problems can be solved in two ways--by a calculation involving several steps and by direct retrieval of the answer. With practice on particular problems, memory retrieval tends to supplant calculation--an important aspect of skill learning. We asked how the distribution of practice on particular problems affects this kind of learning. In two experiments, subjects repeatedly worked through sets of multiple-digit multiplication problems. The size of the trained problem set was varied. Using a smaller set size (with shorter average time between problem repetitions) showed faster responses and an earlier transition to retrieval during training. However, in a test session presented days later, the pattern reversed, with faster responses and more retrieval for the large set size. Evidently, maximizing the occurrence of direct retrieval within training is not the best way to promote learning to retrieve the answer. Practical implications are discussed. |
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Authors:
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Timothy C Rickard; Jonas Sin-Heng Lau; Harold Pashler |
Publication Detail:
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Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S. |
Journal Detail:
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Title: Psychonomic bulletin & review Volume: 15 ISSN: 1069-9384 ISO Abbreviation: Psychon Bull Rev Publication Date: 2008 Jun |
Date Detail:
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Created Date: 2008-06-23 Completed Date: 2008-10-03 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 9502924 Medline TA: Psychon Bull Rev Country: United States |
Other Details:
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Languages: eng Pagination: 656-61 Citation Subset: IM |
Affiliation:
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Department of Psychology, University of California, San Diego, La Jolla, California 92093-0109, USA. trickard@ucsd.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Humans Mathematics* Memory* Mental Recall Reaction Time* |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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