Fourth graders show the typical problem-size effect in multiplication, with slower and less accurate responses to large than small problems¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q3 i? Paired t-tests comparing small vs. large multiplication problems showed increased reaction times and decreased accuracy for large problems. → Schleepen TMJ 2016

Evidence¶

Schleepen TMJ 2016¶

Schleepen TMJ, Van Mier HI, De Smedt B (2016) The Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact Ability. PLoS ONE 11(6): e0158335. https://doi.org/10.1371/journal.pone.0158335

q3 · i? · associational · r2

Descriptive analysis of the multiplication task (N = 63, 56 single-digit problems): paired t-tests comparing small vs. large problems showed the problem-size effect, t(62) = -6.59 for RT and t(62) = -5.54 for accuracy, both p < .001.

"Both for reaction time and accuracy, the typical problem-size effect was found, showing increased reaction times and decreased accuracy rates for large vs. small multiplication problems (reaction time: t(62) = -6.59, p < .001; accuracy: t(62) = -5.54, p < .001, respectively)."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• Fourth graders' multiplication fact solving speed correlates significantly with both symbolic and nonsymbolic magnitude comparison speed — related
• Retrieval use increases with grade, and the small-versus-large difference in retrieval use decreases significantly between fourth and sixth grade only — related
• PoorAF children show a significant problem-size effect in multiplication RTs, with a marginally significant stronger problem-size influence than controls — a narrower finding that bears on this claim