Difficulties in retrieval multiplication facts: The case of interference to reconsolidation

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2020-09-01 DOI:10.1016/j.tine.2020.100137

Ayelet Katzoff , Nitza Mark Zigdon , Sarit Ashkenazi

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引用次数: 3

Abstract

Objectives

Many students have difficulties in retrieving multiplication facts from memory. The aim of the present study was to test the difficulty in retrieval of multiplication facts from the perspective of the reconsolidation of long-term memory phase, which has been found to be sensitive to interferences.

Methods

Students learned multiplication facts and then received a reminder, which led to reactivation and reconsolidation. After the reminder, additional multiplication facts (interference) were learned and memory was tested.

Results

Students who received both a reminder and interference during reconsolidation showed no significant improvement in retrieving multiplication facts from memory, whereas Students who received either a reminder or additional multiplication facts (interference) exhibited a better performance in retrieval.

Conclusions

These results indicate, for the first time, that the reconsolidation phase is sensitive to interferences in mathematical declarative memory content. The findings indicate additional possible causes for difficulties in retrieval of multiplication facts in class.

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乘法事实检索的困难:干扰再巩固的情况

许多学生从记忆中提取乘法知识有困难。本研究的目的是从长时记忆阶段再巩固的角度来检验乘法事实的检索难度，而长时记忆阶段对干扰很敏感。方法学生先学习乘法知识，然后收到一个提示，导致再激活和再巩固。在提示后，学习额外的乘法事实(干扰)并测试记忆。结果在再巩固过程中，同时接受提示和干扰的学生在记忆中提取乘法事实的能力没有显著提高，而接受提示和额外乘法事实(干扰)的学生在记忆中提取乘法事实的能力有显著提高。结论这些结果首次表明，再巩固阶段对数学陈述性记忆内容的干扰非常敏感。研究结果指出了课堂上乘法知识检索困难的其他可能原因。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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