EFFECTS OF PRIOR KNOWLEDGE ON THE GENERATION ADVANTAGE - CALCULATORS VERSUS CALCULATION TO LEARN SIMPLE MULTIPLICATION

Elementary school children learned simple multiplication by generating (i.e., computing the answers) or reading (i.e., reading the answers f rom a calculator display). The children were given a pretest, read or generate training, a posttest, and a retention test after 2 weeks. Rea d training involved approximately half as much training time compared with generate training and was moderately effective. In terms of accur acy, generate training effectiveness depended on children's prior know ledge of multiplication. It was highly effective for low-knowledge chi ldren and ineffective for high-knowledge children. In terms of test ti me, read children showed a loss in efficiency after the 2-week delay c ompared with the generate children who showed no loss. The results are explained in terms of a procedural account of the generation advantag e, and instructional applications are discussed.