Improving Sixth-Grade Students Perceptions of High-Effort Assignments by Assigning More Work: Interaction of Additive Interspersal and Assignment Effort on Assignment Choice.

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A Comparison of Taped Problems With and Without a Brief Post-Treatment Assessment on Multiplication Fluency (2010, background): “Also, those who are not fluent with math facts will have to expend more effort to complete math assignments, which decreases the probability that they will engage in math tasks in the future (Billington et al. 2004).”
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007, background): “Because automatic responding requires less effort and often results in higher rates of reinforcement, students who can respond automatically may have less math anxiety and be more likely to choose to do assigned mathematics work than those who can not respond automatically ( Billington, Skinner, & C”