Implicitly taught students showed a more sustainable use of self-generated compensation strategies, which resisted the later introduction of standard algorithms¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The implicit group used compensation-type strategies more frequently than the explicit group at post-test (55 vs. 29) and at both follow-ups (65 vs. 35 at T3; 75 vs. 23 at T4), with the frequency increasing from T2 to T4. → Aiso Heinze 2018

Evidence¶

Aiso Heinze 2018¶

Aiso Heinze, Julia Arend, Meike Gruessing, Frank Lipowsky. (2018). Instructional approaches to foster third graders' adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction. Instr Sci 46:869–891. https://doi.org/10.1007/s11251-018-9457-1

q3 · i? · causal · r?

χ2-homogeneity tests of strategy-type frequencies at T1–T4 in the two-condition experiment. The implicit group used compensation strategies more often at post-test (55 vs. 29) and follow-ups (65 vs. 35; 75 vs. 23). No effect size is printed for this specific contrast, so no magnitude is asserted.

"The frequency of this strategy type even increased from T2–T4 and “resisted” the introduction of the standard algorithms between T3 and T4. Thus, the findings support Hypothesis 4 for the compensation type strategies but not for the other strategy types."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test — related
• Implicit and explicit learning environments do not differ in third graders' accurate use of strategies — related
• Implicit and explicit learning environments do not differ in third graders' skills in adaptive use of strategies at post-test or at 3- and 8-month follow-ups — related
• The strategy intervention improved third graders' adaptive use of strategies relative to untreated classmates — related