long-term memory encoding/consolidation

Our point of view on this research:

This paper summarizes the findings from a large body of molecular, cellular, physiological, and behavioral research on sleep-dependent learning and memory consolidation in adults that has been conducted in ten years prior to the publication of this work. In some of this research, the volunteers learned visual texture discrimination tasks, motor sequence tasks, and motor adaptation tasks. The participants demonstrated post-training performance improvement on all three kinds of tasks (speed and accuracy) after a night’s sleep but not after the equivalent time had passed while they remained awake. This sleep-dependent process of memory enhancement continued for 48 to 96 hours after people were trained to the tasks. The authors reviewed research from previously published studies and found support for the conclusion that sleep may assist in the discovery and clarification of complex rules, and the forming and strengthening of associations within memory networks.

long-term memory encoding/ consolidation

Our point of view on this research:

This study investigated the benefits of massed practice (overlearning) and distributed practice for 216 college students studying mathematics problems. The results indicate that distributed practice significantly enhanced math performance when students were tested for retention of the learned information four weeks later. The authors interpreted these findings in regards to the design of mathematics textbooks and computer-aided instruction software. Specifically, they recommend that mathematics textbooks and software distribute practice problems across multiple assignments instead of massing practice problems into one assignment. Such a teaching strategy enhances long term memory.

long-term memory encoding/consolidation, long-term memory access

Our point of view on this research:

This work provides a summary of research and evidenced-based practice standards in regards to teaching mathematics to students with difficulties in learning. The authors advance the argument that a balanced curriculum that teaches across the five content standards (numbers and operations; algebra; geometry; measurement; and data analysis, statistics, and probability) and addresses the three knowledge areas (conceptual, procedural, and declarative) within each standard is key and should be delivered with explicit instruction and the use of evidenced-based practices. The descriptions of the types of instruction used to impart the mathematics content and knowledge areas relate to memory processes. The authors discuss conceptual knowledge as creating a link between a new concept and a previously learned concept (schema or category). Declarative knowledge is a component of long-term memory access.

long-term memory encoding/consolidation, conceptualization, semantic understanding

Our point of view on this research:

This is a study of the number sense (counting skill, number knowledge, and the ability to transform sets through addition and subtraction) of 277 children as they developed through kindergarten and first grade. The results indicate that early number sense is a reliable and powerful predictor of math achievement at the end of first grade. The authors draw on previous work to conclude that early facility with number combinations depends on number sense related to representing, comparing, and manipulating quantities; this knowledge facilitates fact mastery and reduces the burden on rote memory. Another conclusion reached by this study was about how low-income young people (participants in the free or reduced lunch program at school) performed worse in number sense relative to their middle-income peers and experienced less growth over the study period, even when the researchers controlled for age, gender, and reading skill. The researchers suggest that the present study and a growing body of research indicate the importance of screening number sense in kindergarten in order to identify children who will face learning difficulties in math. They also invite further investigation into the question of whether explicit instruction in number sense can help children compensate for early shortcomings and thus increase math achievement. After children have developed the semantic understanding and higher order conceptualization of numbers, the information has been consolidated into long-term memory and improvement in mathematics achievement follows.