Similarity affected long-term memory-its effect persisted 7 weeks after training has ended and it operated on long-term memory directly, not via the mediation of working memory. Moreover, the interference arose from the similarity between facts in a given week, not from the similarity to previously learned facts. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of certain facts over others. Learning in the low-similarity, low-interference weeks was better than in the high-similarity weeks. In 2 weeks the facts were dissimilar from each other (low interference), and in 2 control weeks the facts were similar (high interference).
EASY WAY TO LEARN TIMES TABLES FOR ADULTS SERIES
In a series of 16 short training sessions over 4 weeks, first-grade children learned 16 multiplication facts-4 facts per week. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this improvement. Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory.
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