TY - JOUR
T1 - Difficulties in retrieval multiplication facts
T2 - The case of interference to reconsolidation
AU - Katzoff, Ayelet
AU - Zigdon, Nitza Mark
AU - Ashkenazi, Sarit
N1 - Publisher Copyright:
© 2020 Elsevier GmbH
PY - 2020/9
Y1 - 2020/9
N2 - 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.
AB - 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.
KW - Classroom
KW - Interference to memory
KW - Long-term memory
KW - Multiplication facts
KW - Reconsolidation phase
UR - http://www.scopus.com/inward/record.url?scp=85089678961&partnerID=8YFLogxK
U2 - 10.1016/j.tine.2020.100137
DO - 10.1016/j.tine.2020.100137
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C2 - 32917304
AN - SCOPUS:85089678961
SN - 2211-9493
VL - 20
JO - Trends in Neuroscience and Education
JF - Trends in Neuroscience and Education
M1 - 100137
ER -