Reducing interference improves the memorization of multiplication facts in case of hypersensitivity to interference
Author(s) / Creator(s)
Dotan, Dror
Friedmann, Naama
Abstract / Description
Hypersensitivity to interference (HYSTI) is a situation in which a person has a severe difficulty in memorizing verbal items that are similar to each other. This may result in induced dyscalculia: HYSTI was shown to correlate with a difficulty in learning the multiplication table, presumably because the multiplication table, which is memorized verbally, has much similarity between the items ("six times seven equals forty two", "six times eight equals forty eight", etc.). Here, we show causal evidence that HYSTI disrupts the memorization of multiplication facts. We report DL, a woman with HYSTI who had extremely poor knowledge of the multiplication table. To examine whether her multiplication difficulty resulted from HYSTI, we tested whether she could learn multiplication facts when interference was reduced. In a series of merely 12 short sessions over a period of 4 weeks, DL rehearsed 16 multiplication facts – four facts per week. When the 4 facts in a given week were similar to each other, DL’s learning was poor. Conversely, when the 4 facts in a given week were dissimilar from each other, DL learned them quickly and easily. The effect of similarity was observed during the training period and persisted at least two months after the end of training. These results provide the first causal evidence that HYSTI impairs the learning or retrieval of arithmetic facts. From a pedagogical perspective, our findings may call for re-considering how multiplication facts should be taught in elementary school.
Keyword(s)
hypersensitivity to interference dyscalculia memory rehabilitationPersistent Identifier
Date of first publication
2019-12-20
Journal title
Journal of Numerical Cognition
Volume
5
Issue
3
Page numbers
400–430
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Dotan, D., & Friedmann, N. (2019). Reducing interference improves the memorization of multiplication facts in case of hypersensitivity to interference. Journal of Numerical Cognition, 5(3), 400-430. https://doi.org/10.5964/jnc.v5i3.203
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jnc.v5i3.203.pdfAdobe PDF - 2.75MBMD5: 3140bce61bddb02155f10ad6a54af5c3
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There are no other versions of this object.
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Author(s) / Creator(s)Dotan, Dror
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Author(s) / Creator(s)Friedmann, Naama
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PsychArchives acquisition timestamp2022-04-14T11:21:40Z
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Made available on2022-04-14T11:21:40Z
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Date of first publication2019-12-20
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Abstract / DescriptionHypersensitivity to interference (HYSTI) is a situation in which a person has a severe difficulty in memorizing verbal items that are similar to each other. This may result in induced dyscalculia: HYSTI was shown to correlate with a difficulty in learning the multiplication table, presumably because the multiplication table, which is memorized verbally, has much similarity between the items ("six times seven equals forty two", "six times eight equals forty eight", etc.). Here, we show causal evidence that HYSTI disrupts the memorization of multiplication facts. We report DL, a woman with HYSTI who had extremely poor knowledge of the multiplication table. To examine whether her multiplication difficulty resulted from HYSTI, we tested whether she could learn multiplication facts when interference was reduced. In a series of merely 12 short sessions over a period of 4 weeks, DL rehearsed 16 multiplication facts – four facts per week. When the 4 facts in a given week were similar to each other, DL’s learning was poor. Conversely, when the 4 facts in a given week were dissimilar from each other, DL learned them quickly and easily. The effect of similarity was observed during the training period and persisted at least two months after the end of training. These results provide the first causal evidence that HYSTI impairs the learning or retrieval of arithmetic facts. From a pedagogical perspective, our findings may call for re-considering how multiplication facts should be taught in elementary school.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationDotan, D., & Friedmann, N. (2019). Reducing interference improves the memorization of multiplication facts in case of hypersensitivity to interference. Journal of Numerical Cognition, 5(3), 400-430. https://doi.org/10.5964/jnc.v5i3.203en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5466
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6070
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v5i3.203
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Is related tohttps://doi.org/10.23668/psycharchives.2674
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Keyword(s)hypersensitivity to interferenceen_US
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Keyword(s)dyscalculiaen_US
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Keyword(s)memoryen_US
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Keyword(s)rehabilitationen_US
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Dewey Decimal Classification number(s)150
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TitleReducing interference improves the memorization of multiplication facts in case of hypersensitivity to interferenceen_US
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DRO typearticle
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Issue3
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Journal titleJournal of Numerical Cognition
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Page numbers400–430
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Volume5
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Visible tag(s)Version of Recorden_US