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Related Experiment Video

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RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

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Spacing and the transition from calculation to retrieval.

Timothy C Rickard¹, Jonas Sin-Heng Lau, Harold Pashler

¹Department of Psychology, University of California, San Diego, La Jolla, California 92093-0109, USA. trickard@ucsd.edu

Psychonomic Bulletin & Review

|June 24, 2008

Summary

Practicing arithmetic problems with smaller sets speeds up learning during training. However, larger practice sets lead to better long-term memory retrieval for multiplication skills.

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Area of Science:

Cognitive Psychology
Educational Psychology
Neuroscience of Learning

Background:

Skill acquisition in arithmetic involves a shift from calculation to memory retrieval.
The distribution of practice is a key factor influencing learning efficiency.
Understanding how practice schedules impact skill learning is crucial for educational strategies.

Purpose of the Study:

To investigate the effect of practice set size on arithmetic skill learning.
To determine how the distribution of practice influences the transition from calculation to retrieval.
To identify optimal practice strategies for promoting long-term memory retrieval in arithmetic.

Main Methods:

Two experiments were conducted using multiple-digit multiplication problems.
Participants repeatedly solved problems from trained sets of varying sizes.
Response times and problem-solving strategies (calculation vs. retrieval) were recorded during training and a delayed test session.

Main Results:

Training with smaller problem sets led to faster responses and earlier reliance on retrieval during the practice phase.
In a delayed test session, participants trained with larger problem sets exhibited faster responses and greater use of retrieval.
The findings indicate that maximizing immediate retrieval during training does not necessarily optimize long-term learning.

Conclusions:

The distribution of practice significantly impacts the long-term retention and retrieval of arithmetic skills.
Shorter, more frequent repetitions (smaller sets) may enhance immediate performance but not necessarily durable learning.
Optimal learning of arithmetic skills may require a balance that promotes robust memory consolidation over immediate retrieval efficiency.