Retrieval is faster and procedural execution more efficient on addition than on multiplication problems, and these operation effects persist across the primary school years¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Retrieval latencies were faster on addition than multiplication problems, F(1, 57) = 6.2, with no grade × operation interaction, and procedural efficiencies were higher on addition, F(1, 57) = 52.5. → Ineke Imbo · André Vandierendonck 2008 q3 i? Procedural strategies were executed faster on addition than on multiplication problems in all grades, with the efficiency increase larger for multiplication between second and fourth grade. → Ineke Imbo · André Vandierendonck 2008 (2)

Evidence¶

Ineke Imbo · André Vandierendonck 2008¶

Ineke Imbo · André Vandierendonck. (2008). Effects of problem size, operation, and working-memory span on simple-arithmetic strategies: differences between children and adults? Psychological Research (2008) 72:331–346. https://doi.org/10.1007/s00426-007-0112-8

q3 · i? · causal · r2

The repeated-measures ANOVA on correct retrieval RTs in 60 children showed the operation effect on retrieval efficiency did not change across age, indicating parallel development of addition and multiplication retrieval speed.

"Retrieval was faster on addition problems than on multiplication problems, F(1, 57) = 6.2, MSe = 448058, but operation did not interact with grade. The age-relate d increase in retrieval eYciency thus runs parallel for addition and multiplication."

Ineke Imbo · André Vandierendonck 2008 (2)¶

Ineke Imbo · André Vandierendonck. (2008). Effects of problem size, operation, and working-memory span on simple-arithmetic strategies: differences between children and adults? Psychological Research (2008) 72:331–346. https://doi.org/10.1007/s00426-007-0112-8

q3 · i? · causal · r2

The ANOVA on correct procedural RTs showed higher procedural efficiency on addition in all age groups; the increase in procedural efficiency was larger for multiplication than addition between second and fourth grade, F(1, 57) = 5.3.

"The main eVect of operation was signiWcant, with higher procedural eYciencies on addition problems than on multiplication problems, F(1, 57) = 52.5, MSe = 3820986. Operation also interacted with grade, F(2, 57) = 3.0."

Discussion¶

Learner Variables¶

• Operations and Place Value — predictor: learners who differ on it differ in outcomes

Related Claims¶

• As predicted by the adaptive strategy choice model, children's retrieval frequency correlates with retrieval efficiency but not with procedural efficiency — related
• The adult-like retrieval bias for multiplication over addition on strategy selection is significant only in fourth grade, with retrieval used as frequently for both operations in second and sixth grade — related
• Both a predominantly computational-strategy task and a retrieval-expected task show most support for the computational efficiency model of multiplication difficulty. — related
• Retrieval use increases with grade, and the small-versus-large difference in retrieval use decreases significantly between fourth and sixth grade only — related
• Within-grade differences in primary school children's multiplication ability are very large. — related
• Two sources of the problem-size effect — more frequent and more efficient retrieval on small than large problems — are present in children of all grades, while the procedural-efficiency source is present only in second grade — related