Ayelet Katzoff1, Nitza Mark Zigdon2, Sarit Ashkenazi3. 1. Levinsky College of Education, Tel Aviv, Israel. Electronic address: ayelet.katzof@levinsky.ac.il. 2. Levinsky College of Education, Tel Aviv, Israel; Tel Aviv University, Tel Aviv, Israel. 3. Hebrew University of Jerusalem, Jerusalem, Israel.
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.
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.