Obligatory memory retrieval in mathematical problem-solving

Information Processing Theory posits that sufficiently practiced procedures build up "instances" in memory such that at some point in time the output from the procedure is acquired through automatic retrieval of memory, rather than reproduction through exercising the procedure. This automatic process occurs without the intention or consciousness of the subject and therefore uses no resources of working memory, leaving working memory free to pursue other tasks. Problems whose solutions are acquired through a series of steps are more quickly and easily solved via memory-retrieval to the extent that foundation steps have been automatized. Automatization of procedures may then be considered as a source for individual differences in problem solving within a domain.; The literature contains studies in which automaticity of procedures in the domain of mathematical problem solving has been demonstrated for single digit arithmetic.; The focus of this dissertation examines the relation between automaticity in solving simple linear equations and the mathematical ability level of the subject. Subjects with a greater mathematical ability are predicted to more readily demonstrate automaticity in solving simple linear equations than subjects with less ability.; Sixty-six introductory psychology students, averaging 18 years of age, completed the computer generated experiment consisting of 120 trials designed to demonstrate automaticity in solving linear equations in one variable.; Repeated measures over the response time dependent variable were taken for each subject using two within-subject factors. The first factor, stimulus onset asynchrony, has two levels of 60 milliseconds and 80 milliseconds. Factor two, the secondary stimulus type, has three levels: solution type (response time for these trials involving this type is key to indicating automatic memory retrieval); valid type; and neutral type.; In the analysis of the main experiment the expected significance involving the primary within-subject variable did not occur. Neither was a significant interaction between the two within-subject variables found. A high rate of error (35%) occurred for trials at the 60ms stimulus onset asynchrony value, and dropped to 5% for trials involving the longer duration stimulus onset asynchrony value of 80ms.; The results of this study did not demonstrate automaticity in solving linear equations. As automaticity was not demonstrated in this study, it follows that no significant relation between automaticity in solving linear equations and mathematical experience occurred either.