Finding Mistakes versus Correct Associations in Simple Number-Learning

Abstract

An attempt will be made in this report to answer the question, it more profitable to find mistakes or to repeat correct associa tions? The problem becomes more explicit when expressed in some such form as, Is it better to observe that 8 X 7 = 54 is wrong, when it appears among several other number combinations which are correct, or to think to one's self, 8 X 7 = 56? In an effort to answer this question, 564 elementary-school chil dren were tested individually. Half of them were given the task of finding mistakes in a list of twenty simple number combinations; the other half were set to saying over to themselves these same twenty combinations with their correct answers. From the alpha betical list of the names of the children enrolled in each class chosen for this study, the members of each group were chosen alternately so that half might be exercised with the page of correct associations on the study with correct answers ; and the other half practiced on finding mistakes. First, the experimenter ascertained whether the pupil was wholly familiar with the four arithmetical signs. If he made an error in such discrimination, he was given practice until he had completely mastered the task. No child who in this preliminary test made more than one mistake was used in the study. Every child was first given a sheet with these problems : 8 + 24= 8?2= 7 + 15= 3X8 = 12?5= 5X7= 4+8= 4 + 13 = 6X4= 11?2= 10?6= 15?3 = 7X3= 9X4= 9X5= 8+9 = 6+5= 17?8= 2+7= 13?6 =