Spacing One's Study: Evidence for a Metacognitive Control Strategy.
نویسندگان
چکیده
منابع مشابه
Spacing one's study: evidence for a metacognitive control strategy.
This article investigated individual control of spacing strategies during study. Three predictions were outlined: The spacing hypothesis suggests that people choose to space their study to improve long-term learning via the spacing effect. The massing hypothesis suggests that people choose to mass their study because of illusions of confidence during study. The metacognitive hypothesis suggests...
متن کاملControl and Spacing 1 Metacognitive control and the spacing effect
This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, a third of their choices were dishonored. That is, they were forced to mass after having chosen to space and for...
متن کاملMetacognitive Control of the Spacing of Study Repetitions
Rememberers play an active role in learning, not only by committing material more or less faithfully to memory, but also by selecting judicious study strategies (or not). In three experiments, subjects chose whether to mass or space the second presentation of to-be-learned paired-associate terms that were either normatively difficult or easy to remember, under the constraint that subjects neede...
متن کاملMetacognitive control of the spacing of study repetitions q
Rememberers play an active role in learning, not only by committing material more or less faithfully to memory, but also by selecting judicious study strategies (or not). In three experiments, subjects chose whether to mass or space the second presentation of to-be-learned paired-associate terms that were either normatively difficult or easy to remember, under the constraint that subjects neede...
متن کاملThe spacing effect and metacognitive control.
Research suggests that spaced learning, compared with massed learning, results in superior long-term retention (the spacing effect). Son (2010) identified a potentially important moderator of the spacing effect: metacognitive control. Specifically, when participants chose massed restudy but were instead forced to space the restudy, the spacing effect disappeared in adults (or was reduced in chi...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Journal of Experimental Psychology: Learning, Memory, and Cognition
سال: 2004
ISSN: 1939-1285,0278-7393
DOI: 10.1037/0278-7393.30.3.601