Reducing interference improves the memorization of multiplication facts in case of hypersensitivity to interference
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Bibliographic record
Abstract
Hypersensitivity to interference (HYSTI) is a situation in which a person has a severe difficulty in memorizing verbal items that are similar to each other. This may result in induced dyscalculia: HYSTI was shown to correlate with a difficulty in learning the multiplication table, presumably because the multiplication table, which is memorized verbally, has much similarity between the items ("six times seven equals forty two", "six times eight equals forty eight", etc.). Here, we show causal evidence that HYSTI disrupts the memorization of multiplication facts. We report DL, a woman with HYSTI who had extremely poor knowledge of the multiplication table. To examine whether her multiplication difficulty resulted from HYSTI, we tested whether she could learn multiplication facts when interference was reduced. In a series of merely 12 short sessions over a period of 4 weeks, DL rehearsed 16 multiplication facts – four facts per week. When the 4 facts in a given week were similar to each other, DL’s learning was poor. Conversely, when the 4 facts in a given week were dissimilar from each other, DL learned them quickly and easily. The effect of similarity was observed during the training period and persisted at least two months after the end of training. These results provide the first causal evidence that HYSTI impairs the learning or retrieval of arithmetic facts. From a pedagogical perspective, our findings may call for re-considering how multiplication facts should be taught in elementary school.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it