• Summary
  • Contents
  • Subject index

By analyzing the results of experiments that use a wide variety of training tasks including those that were predominantly perceptual, cognitive, or motoric, this volume answers such questions as: Why do some people forget certain skills faster than others? What kind of training helps people retain new skills longer? Inspired by the work of Harry Bahrick and the concept of “permastore,” the contributors explore the Stroop effect, mental calculation, vocabulary retention, contextual interference effects, autobiographical memory, and target detection. They also summarize an investigation on specificity and transfer in choice reaction time tasks. In each chapter, the authors explore how the degree to which reinstatement of training procedures during retention and transfer tests accounts for both durability and specificity of training. Researchers and administrators in education and training will find important implications in this book for enhancing the retention of knowledge of skills. “You have to read this book. Anyone interested in training will want to read it. This book provides the theoretical bases of the acquisition of durable skills for the next decade. It advances and demonstrates a new principle of skill learning that will prove to be as important as the encoding specificity principle and its corollary, the principle of transfer appropriate processing. This new principle is that highly practiced skill learning will be durable when the retention test embodies the procedures employed during acquisition. This principle, and the other important findings reported in this text, will have a great impact on the evolution of memory theory and on the wide range of applications.” --Douglas Hermann, University of Maryland

An Identical-Elements Model of Basic Arithmetic Skills
An identical-elements model of basic arithmetic skills
Timothy C.Rickard
Lyle E.Bourne, Jr.

In this chapter, we review evidence from five experiments supporting an identical-elements model of the structure and specificity of adult mental arithmetic skill. The model specifies a single and distinct “chunk” of arithmetic knowledge corresponding to each unique combination of the elements that make up an arithmetic fact (i.e., the arithmetic operation, the operands, and the answer). Experimental results support the model by showing that the effects of practice on a selected subset of multiplication and division problems transfer to altered problems on a subsequent test if and only if the elements of the test problem are identical to those of a practice problem. Implications for general issues relating ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles