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Direct linkBaroody, Arthur J.; Purpura, David J.; Eiland, Michael D.; Reid, Erin E.; Paliwal, Veena – Journal of Educational Psychology, 2016
How best to promote fluency with basic sums and differences is still not entirely clear. Some advocate a direct approach--using drill to foster memorization of basic facts by rote. Others recommend an indirect approach that first involves learning reasoning strategies. The purpose of the present study was to evaluate the efficacy of 2…
Descriptors: Primary Education, Elementary School Students, Computer Assisted Instruction, Intervention
Peer reviewedSchunk, Dale H. – Journal of Educational Psychology, 1984
Two experiments investigated how attributional feedback sequence influences children's motivation, attributions, self-efficacy, and performance. Third graders lacking subtraction skills received training and solved problems with one of four ability and/or effort feedback sequences. Children initially receiving ability feedback developed higher…
Descriptors: Aptitude Treatment Interaction, Attribution Theory, Feedback, Grade 3
