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

Ayelet Katzoff*, Nitza Mark Zigdon, Sarit Ashkenazi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

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.

Original languageAmerican English
Article number100137
JournalTrends in Neuroscience and Education
Volume20
DOIs
StatePublished - Sep 2020

Bibliographical note

Publisher Copyright:
© 2020 Elsevier GmbH

Keywords

  • Classroom
  • Interference to memory
  • Long-term memory
  • Multiplication facts
  • Reconsolidation phase

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