Expediting arithmetic automaticity: Do inefficient computation methods induce spontaneous testing effects?
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Authors
Pyke, Aryn
Bourque, Gary
LeFevre, Jo-Anne
Issue Date
2018
Type
journal-article
Language
Keywords
Automaticity , Testing effect , Math Education , Strategy selection , Calculator
Alternative Title
Abstract
Before achieving arithmetic automaticity (direct answer recall), learners self-compute answers or use calculators/tables. Mechanisms supporting arithmetic automaticity are of interest because automaticity predicts math achievement and employment outcomes. Future recall is enhanced when, during study, learners attempt to recall the to-be-learned information (“testing effect”). However, learners may not attempt retrieval when another strategy is available (computation, re-reading). We expected learners to more frequently attempt recall when the alternative strategy was inefficient. Participants learned novel arithmetic problems, and could recall answers (if able) or use a computation method, which varied by condition: (i) self-computation; (ii) calculator-computation; and (iii) using a calculator with scrambled keys. Final recall ability was highest after the condition with the most inefficient non-retrieval method (scrambled calculator). We assumed recall attempts preceded computation, but also considered parallel execution. As evidence against parallel retrieval, answer recall rarely interrupted computation (mental/calculator) after it began. Thus, learners should make pre-emptive recall attempts.
Description
Citation
Aryn Pyke, Gary Bourque & Jo-Anne LeFevre (2019) Expediting arithmetic automaticity: Do inefficient computation methods induce spontaneous testing effects?, Journal of Cognitive Psychology, 31:1, 104-115, DOI: 10.1080/20445911.2018.1557664
Publisher
Journal of Cognitive Psychology
License
Journal
Volume
Issue
PubMed ID
ISSN
2044-5911
2044-592X
2044-592X