Torbeyns, Verschaffel and Ghesquiere's compared the methods low-achieving and high-achieving second graders used to solve addition problems. Results showed:
a. low-achieving second graders were much more likely to use retrieval than high achieving second graders
b. high-achieving second graders were much more likely to use retrieval than low achieving second graders
c. low-achieving second graders were much more likely to use decomposition to 10 than counting on
d. high-achieving second graders were much more likely to use decomposition to 10 than low-achieving second graders
Question 2
Bransford and Johnson asked students to read a passage about washing clothes and provided the topic (i.e., washing clothes) either before the passage, after the passage, or not at all. According to schema theory, how should the groups perform on retention of the washing clothes passage?
a. the group that received the topic before reading the passage should perform better than the group that received the topic after reading the passage
b. the group that received the topic after reading the passage should perform better than the group that received the topic before reading the passage
c. both groups performed well because both were given the same information
d. schema theory does not make any predictions about this situation
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