The Effects on Recall and Recognition of Simple and Complex Numbers in Arithmetic Problems
Annual rept. 1 May 92-30 Apr 93
COLORADO UNIV AT BOULDER DEPT OF PSYCHOLOGY
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Two experiments are reported in which college students were given arithmetic problems with simple and complex numbers. Problems involved the accounting equation current assets noncurrent assets total assets. Subjects were told to remember the total assets figure and, depending on the task, either read the equation, verify the total assets figure, or verify the current assets figure. Memory for the total assets figure was tested by recall and recognition procedures. Even when the to-be-remembered information was equated for both conditions, memory was greater for simple than for complex problems by both recall and recognition measures. However, task did not affect memory. Implications are suggested for the design of course materials that include arithmetic problems and examples.