The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions.

Although many interventions have generated immediate positive effects on mathematics achievement, these effects often diminish over time, leading to the important question of what causes fadeout and persistence of intervention effects. This study investigates how children's forgetting contributes to fadeout and how transfer contributes to the persistence of effects of early childhood mathematics interventions. We also test whether having a sustaining classroom environment following an intervention helps mitigate forgetting and promotes new learning.