Maki Kathrin E, Moody Mary Elizabeth, Cullins Siera L, Griffin Taylor L
Department of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL USA.
J Behav Educ. 2022 Jul 28:1-24. doi: 10.1007/s10864-022-09482-5.
Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified IR (shuffle IR; ShIR) in which known multiplication facts were shuffled between sequences using a cumulative acquisition design with six fourth- and fifth-grade students. All participants retained and maintained more facts in IR and ShIR compared to a control condition. However, IR or ShIR did not consistently result in greater retention than the other, with three students demonstrating greater retention in the IR condition and three students demonstrating greater retention in the ShIR condition. Most participants demonstrated greater fact maintenance in the ShIR condition than in the IR condition. All participants made fewer intervention session errors in the condition in which they retained more multiplication facts.
增量式复述（IR）一直被证明能提高学生对数学运算结果的记忆和流畅性（Maki等人，《行为教育杂志》30:534 - 558，2021）。然而，对于干预措施的调整如何支持长期技能维持，我们了解得较少。本研究的目的是将传统的IR与一种改进的IR（随机IR；ShIR）进行比较，在随机IR中，已知的乘法运算结果通过累积习得设计在序列之间进行随机排列，研究对象为六名四年级和五年级学生。与对照条件相比，所有参与者在IR和ShIR中都记住并维持了更多的运算结果。然而，IR或ShIR并没有始终比另一种方法带来更高的记忆保持率，三名学生在IR条件下表现出更高的记忆保持率，三名学生在ShIR条件下表现出更高的记忆保持率。大多数参与者在ShIR条件下比在IR条件下表现出更好的运算结果维持情况。所有参与者在记住更多乘法运算结果的条件下，干预课程中的错误更少。
