{"pk":27475,"title":"No Tranfer of Training in Simple Addition","subtitle":null,"abstract":"Several researchers have proposed that skilled adults may solve single-digit addition problems (e.g. 3+1=4, 4+3=7)using a fast counting procedure. Practicing a procedure often leads to transfer of learning and faster performance of unpracticeditems. Such transfer has been demonstrated using a counting-based alphabet arithmetic task (e.g., B+4 = C D E F) that indicatedrobust RT gains when untrained transfer problems at test had been implicitly practiced (e.g., practice B+3, test B+2 or B+1).Here we constructed analogous simple addition problems (practice 4+3, test 4+2 or 4+1). In three experiments (n=108) therewas no evidence of generalization for these items, but there was robust speed up when the items were repeated. The results areconsistent with direct retrieval of addition facts from long-term memory rather than a counting procedure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9p69k015","frozenauthors":[{"first_name":"Jamie","middle_name":"","last_name":"Campbell","name_suffix":"","institution":"University of Saskatchewan","department":""},{"first_name":"Yalin","middle_name":"","last_name":"Chen","name_suffix":"","institution":"University of Saskatchewan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27475/galley/17111/download/"}]}