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A flash card procedure was designed with some of the features of microcomputers for the drill and practice of basic facts. Second, third, and fourth graders followed the same daily routine for 6 weeks in either a flash card or a microcomputer condition, practicing basic facts in subtraction or division. Weekly tests revealed learning in the first 2 weeks, little or no learning in the third and fourth weeks, and some learning in the fifth week, when the groups changed practice conditions. The flash card and microcomputer conditions produced equivalent learning.
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Fuson et al. (1985) studied this question.
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