Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Division by multiplication.

J I Campbell1

  • 1Department of Psychology, University of Saskatchewan, Saskatoon, Canada. jamie.campbell@usask.ca

Memory & Cognition
|November 30, 1999
PubMed
Summary
This summary is machine-generated.

This study explored how math problem-solving skills transfer between multiplication and division. Results show that while identical problems yield the most transfer, conceptual links between multiplication and division also aid performance.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Linkage to TB and HIV care for persons who smoke illicit drugs: a prospective cohort study.

IJTLD open·2026
Same author

Evaluation of treatment outcomes and associated risk factors in children with TB in Bangladesh.

Public health action·2025
Same author

Human Brucella melitensis infections in southern Vietnam.

Clinical microbiology and infection : the official publication of the European Society of Clinical Microbiology and Infectious Diseases·2017
Same author

Epidemiological features and risk factors of Salmonella gastroenteritis in children resident in Ho Chi Minh City, Vietnam.

Epidemiology and infection·2012
Same author

Fan effects reveal position-specific numerical concepts.

Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale·2002
Same author

Cognitive arithmetic across cultures.

Journal of experimental psychology. General·2001
Same journal

Limited protective effects of multilingualism against age-related cognitive decline.

Memory & cognition·2026
Same journal

Validation of illustrated texts: Can pictures raise awareness of inconsistencies?

Memory & cognition·2026
Same journal

4I remember (and forget) your happy smiling face: Directed forgetting of emotionally expressive faces of in-group and out-group members.

Memory & cognition·2026
Same journal

Identity in the spotlight: Matching faces without overlapping features.

Memory & cognition·2026
Same journal

Test delay and change awareness moderate retroactive and proactive memory effects.

Memory & cognition·2026
Same journal

The Deese/Roediger-McDermott (DRM) illusion in short-term memory: Opposite effects of retention interval on true and false recognition.

Memory & cognition·2026
See all related articles

Area of Science:

  • Cognitive Psychology
  • Mathematics Education
  • Human Memory

Background:

  • Investigates item-specific transfer in arithmetic, specifically multiplication and division.
  • Examines the applicability of the identical-elements model to mathematical fact retrieval.
  • Considers the role of conceptual correspondences in skilled adult performance.

Purpose of the Study:

  • To test the identical-elements model's predictions regarding transfer in multiplication and division.
  • To explore how response time savings differ between identical and inverted arithmetic problems.
  • To determine if multiplication aids in solving large-number division problems.

Main Methods:

  • Two experiments were conducted involving prime and probe arithmetic problems.

Related Experiment Videos

  • Response times (RT) were measured to assess transfer savings.
  • Problems included identical (e.g., 7x9, 7x9) and inverted (e.g., 9x7, 7x9) formats.

    • Main Results:

    • Larger RT savings were observed for identical division problems compared to inverted ones.
    • Multiplication and inverted multiplication problems showed equivalent transfer.
    • Significant transfer occurred between inverted division problems, and multiplication mediated division.

    Conclusions:

    • Findings partially support the identical-elements model but also highlight mediated transfer.
    • Skilled adults efficiently use conceptual links between multiplication and division.
    • Distinguishing associative from mediated transfer refines understanding of cognitive models.