Abstract

An ideal performance evaluation metric would be predictive, objective, easy to administer, estimate the variance in performance, and provide a confidence interval for the level of uncertainty. Time series forecasting may provide objective metrics for predictive performance in mental arithmetic. Addition and summation (addition combined with subtraction) using the Japanese Soroban computation system was undertaken over 60 days. The median calculation time in seconds for adding 10 sequential six digit numbers [CTAdd) was 63 s (interquartile range (IQR) = 12, range 48–127 s], while that for summation (CTSum) was 70 s (IQR = 14, range 53–108 s), and the difference between these times was statistically significant p < 0.0001. Using the mean absolute percentage error (MAPE) to measure forecast accuracy, the autoregressive integrated moving average (ARIMA) model predicted a further reduction in both CTAdd to a mean of 51.51 ± 13.21 s (AIC = 5403.13) with an error of 6.32%, and CTSum to a mean of 54.57 ± 15.37 s (AIC = 3852.61) with an error of 8.02% over an additional 100 forecasted trials. When the testing was repeated, the actual mean performance differed by 1.35 and 4.41 s for each of the tasks, respectively, from the ARIMA point forecast value. There was no difference between the ARIMA model and actual performance values (p-value CTAdd = 1.0, CTSum=0.054). This is in contrast to both Wright's model and linear regression (p-value < 0.0001). By accounting for both variability in performance over time and task difficulty, forecasting mental arithmetic performance may be possible using an ARIMA model, with an accuracy exceeding that of both Wright's model and univariate linear regression.

Highlights

  • Learning curves aim to model the gain in efficiency of a repetitive task with increasing experience

  • The mathematical representation of the learning process is of particular interest across several disciplines including psychology (Mazur and Hastie, 1978; Balkenius and Morén, 1998; Glautier, 2013), medicine (Sutton et al, 1998; Ramsay et al, 2000; Dinçler et al, 2003; Hopper et al, 2007; Harrysson et al, 2014; Blehar et al, 2015), economics/industry (Cunningham, 1980; Lieberman, 1984; Badiru, 1991; Smunt and Watts, 2003) and more recently, artificial intelligence (Schmajuk and Zanutto, 1997; Perlich et al, 2003; Li et al, 2015)

  • In 1936 TP Wright investigated direct labor costs of assembling a particular aircraft and noted that the cost decreased with worker experience, a theory subsequently confirmed by other aircraft manufacturers (Wright, 1936)

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Summary

Introduction

Learning curves aim to model the gain in efficiency (increase in productivity, decrease in activity time, or both) of a repetitive task with increasing experience. The classical understanding is that these diminishing returns result in learning curves that are smooth, decelerating functions (Mazur and Hastie, 1978; Jaber and Maurice, 2016). In 1880 Hermann Ebbinghaus first described the learning curve as a forgetting function; in a series of rigorous experiments he approximated the parameter as a negative exponential equation (Murre and Dros, 2015). Analogous to Ebbinghaus’s forgetting curve, he predicted the acquisition of skill followed a negative power function currently referred to as Wright’s Model: yt = a · xb (1)

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