Why is 9 + 7 harder than 2 + 3? Strength and interference as explanations of the problem-size effect.
In four experiments, the problem-size effect was investigated, using an alphabet-arithmetic task in which subjects verified such problems as A + 2 = C. Problem size was manipulated by varying the magnitude of the digit addend (e.g., A + 2, A + 3, and A + 4). The frequency and similarity of problems was also manipulated to determine the contribution of strength and interference, respectively. Experiment 1 manipulated frequency at low levels of practice and found that strength could account for the problem-size effect. Experiment 2 manipulated frequency at higher levels of practice, and found that strength alone could not account for the problem-size effect at asymptote. Experiment 3 manipulated frequency and similarity and found a substantial problem-size effect at asymptote, suggesting that both strength and interference contribute to the problem-size effect. Experiment 4 manipulated similarity, keeping frequency constant, and found no problem-size effect at asymptote, suggesting that interference alone is not responsible for the problem-size effect. The results are related to findings with number arithmetic.
Zbrodoff
N J
NJ
Department of Psychology, University of Illinois, Champaign 61820, USA.
D000328:Adult; D001288:Attention; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D011939:Mental Recall; D011214:Practice, Psychological; D011340:Problem Solving; D011930:Reaction Time; D012016:Reference Values