Previously identified effects in single digit multiplication, including the problem size effect and the tie effect, replicate in an integrated item-difficulty analysis.¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The problem size effect and the tie effect, previously identified in single digit multiplication, were replicated in one integrated analysis of item difficulty. → S.H.G. van der Ven 2015

Evidence¶

S.H.G. van der Ven 2015¶

S.H.G. van der Ven, M. Straatemeier, B.R.J. Jansen, S. Klinkenberg, H.L.J. van der Maas. (2015). Learning multiplication: An integrated analysis of the multiplication ability of primary school children and the difficulty of single digit and multidigit multiplication problems. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2015.08.013

q3 · i? · associational · r?

In the study's item analyses, "previously identified effects in single digit multiplication, such as the problem size effect and the tie effect, were replicated in one integrated analysis." No effect sizes are printed in the available text.

"previously identified effects in single digit multiplication, such as the problem size effect and the tie effect, were replicated in one integrated analysis"

Discussion¶

Related Claims¶

• Exploratory analyses of multidigit multiplication difficulty suggest children rely on the base 10 structure of the number system. — related
• Primary school children's multiplication ability falls into three groups: single digit problem solvers, multidigit problem solvers, and high performers. — related
• Sign priming effects in addition occur for large, small, and +1 problems but not for tie or +0 problems in older adults — related
• A single configurable analytics codebase replicates prior research findings across three educational AI assistant domains — a broader claim this one bears on