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Related Experiment Video

Updated: Jan 11, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Problem-size effect in 6 and 12-year-old children: from counting to memory retrieval.

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Journal of Experimental Child Psychology
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Keywords:
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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Cognitive Neuroscience

Background:

  • The problem-size effect in single-digit addition is debated, with memory retrieval and automatized counting as leading theories.
  • Understanding developmental shifts in arithmetic problem-solving is crucial for cognitive theories.

Purpose of the Study:

  • To investigate developmental changes in the problem-size effect for single-digit addition.
  • To differentiate between memory retrieval and automatized counting theories by examining tie and non-tie problems.

Main Methods:

  • Studied 61 first-grade and sixth-grade children solving single-digit addition problems (operands 0-9).
  • Analyzed the problem-size effect in both tie (e.g., 2+2) and non-tie (e.g., 2+3) problems.

Main Results:

  • Tie problems showed a problem-size effect in first graders, which disappeared by sixth grade, indicating a shift to memory retrieval.
  • Non-tie problems consistently showed a problem-size effect in both first and sixth graders.
  • Developmental shift in solving tie problems varies for small versus large ties.

Conclusions:

  • Findings support memory retrieval accounts, suggesting a developmental transition from algorithmic procedures to direct retrieval for non-tie problems.
  • The study highlights a developmental shift from counting to memory retrieval in solving addition problems, with varying speeds for different problem types.