Retrieval use increases with grade, and the small-versus-large difference in retrieval use decreases significantly between fourth and sixth grade only¶

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

Subclaims¶

q3 i? Percentage of retrieval use increased linearly across second, fourth, and sixth grade, and problem size interacted with grade, with the small-large retrieval difference shrinking between fourth and sixth grade. → Ineke Imbo · André Vandierendonck 2008

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? · associational · r2

A 3 (Grade) × 2 (Problem size) × 2 (Operation) repeated-measures ANOVA on retrieval-use percentages in 60 children showed a significant grade effect, F(2, 57) = 4.6, and a linear increase, F(1, 57) = 9.2.

"The main eVect of grade was signi Wcant, F(2, 57) = 4.6, MSe = 8625. The percentage of retrieval use increased line- arly across second, fourth and sixth grade, F(1, 57) = 9.2."

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 same ANOVA showed the problem-size effect on retrieval use in all grades, F(1, 57) = 28.7, 58.9, and 14.5 for second, fourth, and sixth grade, but the grade × problem-size interaction, F(2, 57) = 3.8, indicated differing age trends.

"problem size inter- acted with grade, F(2, 57) = 3.8. The age-related trends in retrieval use thus di Vered as a function of problem size."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Fourth graders show the typical problem-size effect in multiplication, with slower and less accurate responses to large than small problems — 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
• The advantage of a large working-memory span on children's arithmetic strategy use decreases across grades: span predicts retrieval frequency in second grade only and retrieval efficiency in second and fourth grade only — related
• Retrieval is faster and procedural execution more efficient on addition than on multiplication problems, and these operation effects persist across the primary school years — related
• As predicted by the adaptive strategy choice model, children's retrieval frequency correlates with retrieval efficiency but not with procedural efficiency — related
• Simple additions are retrieved with equal accuracy in both languages from grade 10 onward, though still faster in German — 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