Arithmetic problem difficulty may increase as the square of the number of steps rather than directly with step count¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1913 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Problem difficulty in arithmetic may increase directly as the square of the number of steps, a more probable hypothesis than difficulty rising directly with step count. → Locke 1913

Evidence¶

Locke 1913¶

Locke, L. L. (1913). Inspector Winch's experiments on transfer. https://www.google.com/books/search?q=%22Inspector+Winch%27s+Experiments+on+Transfer%22

q1 · i? · theoretical · r2

Tentative hypothesis offered in the commentary's discussion of the weighting of steps in problem work; no data are reported. The author proposes that 'the increase is directly as the square of the number of steps.'

"Problems do not increase in difficulty directly as the number of steps increases. It might be assumed as a more probable hypothesis thai the increase is directly as the square of the number of steps."

Discussion¶

Related Claims¶

• Working memory demand increases with the complexity of arithmetic and math problems, including operand size and number of solution steps — related
• The form of moment-by-moment learning curves depends on problem difficulty: immediate drops concentrate on easy problems, while spike forms become more frequent as difficulty increases. — related