Practice effects on interruption tolerance in algebraic problem-solving

In this study, we examine the hypothesis of Ericsson and Kintsch’s (1995) Long-Term Working Memory (LTWM) theory, according to which, with practice, people can utilize long-term memory so efficiently that they can overcome interruptions virtually without any costs. Six subjects were recruited to perform algebraic problem solving tasks for a total of nine hours in three consecutive days. Color patch n-back tasks interrupted performance, after which there was a recall task for the previous equation. Subjects’ performance in the primary task increased across the three days, reflecting a general learning effect. More importantly, the negative effects of interruptions on memory recall decreased faster than the general learning effect predicted. However, this effect was small and limited to the two first days of the experiment. We discuss alternative explanations to this short-lived effect of practice on interruption tolerance.