Ayelet Katzoff , Nitza Mark Zigdon , Sarit Ashkenazi
{"title":"乘法事实检索的困难:干扰再巩固的情况","authors":"Ayelet Katzoff , Nitza Mark Zigdon , Sarit Ashkenazi","doi":"10.1016/j.tine.2020.100137","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"20 ","pages":"Article 100137"},"PeriodicalIF":3.4000,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100137","citationCount":"3","resultStr":"{\"title\":\"Difficulties in retrieval multiplication facts: The case of interference to reconsolidation\",\"authors\":\"Ayelet Katzoff , Nitza Mark Zigdon , Sarit Ashkenazi\",\"doi\":\"10.1016/j.tine.2020.100137\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>\",\"PeriodicalId\":46228,\"journal\":{\"name\":\"Trends in Neuroscience and Education\",\"volume\":\"20 \",\"pages\":\"Article 100137\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2020-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.tine.2020.100137\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Neuroscience and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2211949320300132\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211949320300132","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Difficulties in retrieval multiplication facts: The case of interference to reconsolidation
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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