APS
29th APS Annual Convention · 2017
The Effects of Varied Arithmetic Practice Problems on Learning and Transfer
- Rebecca Boncoddo
Central Connecticut State University - Marney Pollack
University of Connecticut - Martha Alibali
University of Wisconsin-Madison - Timothy Rogers
University of Wisconsin-Madison - Charles Kalish
University of Wisconsin-Madison
Abstract
Elementary-school aged participants practiced a series of arithmetic problems presented at both high and low frequencies, in formats that promoted either nominal or parametric magnitude representations. Results suggest that parametric training better supported learning of low-frequency problems and transfer to novel problems.
Human Learning and Memory
