Manuscript Review The aim of the study was to evaluate the consistent component approach to traditional instruction using the Base-5 arithmetic skills. The research indicates that consistent task components facilitated in the learning of the Base-5 arithmetic cognitive skills. Examination of the automatic/controlled processing perspective provides an explanation to why this difference in learning occurred. Subject in the ECM group scored higher with multiplication, the also demonstrated a smaller reaction time difference between base-10 and base-5 in responding to correct and incorrect “targets”.
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