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Related Experiment Videos

Transfer of training in simple addition.

Yalin Chen1, Jamie I D Campbell1

  • 1Department of Psychology, University of Saskatchewan, Saskatoon, SK, Canada.

Quarterly Journal of Experimental Psychology (2006)
|April 19, 2017
PubMed
Summary

This study investigated if adults use counting for simple addition. Results show no evidence of counting generalization for non-tie problems, suggesting other memory strategies are used for arithmetic.

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Area of Science:

  • Cognitive Psychology
  • Mathematics Education

Background:

  • Skilled adults may use fast counting procedures for single-digit addition.
  • Practice can lead to learning transfer and faster performance on unpracticed items.

Purpose of the Study:

  • To examine if practice on addition problems generalizes to untrained problems, as predicted by a counting procedure model.
  • To investigate the role of counting versus associative memory in solving simple addition problems.

Main Methods:

  • Three experiments (N=108) involved practice blocks followed by test blocks of new addition problems.
  • Participants practiced addition identity rules and non-tie problems.
  • Response times (RT) were measured to assess generalization and practice effects.

Main Results:

  • Addition identity rule practice showed complete transfer of RT gains.
  • Addition ties exhibited RT costs for unpracticed problems but improved with repetition.
  • No generalization of practice was found for small non-tie addition problems in the first test block.

Conclusions:

  • The findings do not support the hypothesis that counting procedures mediate performance on small non-tie addition problems.
  • Results suggest that associative memory, rather than a generalized counting procedure, underlies performance on these arithmetic tasks.
  • Item-specific strengthening of memory appears to be a key mechanism for solving practiced addition problems.
Keywords:
Additioncountingprocedurestransfer of training

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