Children's spontaneous allocation of study time: Differential and sufficient aspects

Dufresne, Annette; Kobasigawa, Akira

doi:10.1016/0022-0965(89)90033-7

Cited by 151 publications

(153 citation statements)

References 13 publications

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“…As Kail (1990) also indicated, sixth graders have a rich knowledge and metamemory of an effective strategy, so they could use a replacement word to retrieve the class of a target and its sentence frame. However, second graders could not use a replacement word as a retrieval cue effectively, because they have poor knowledge and metamemory (Dufresne & Kobasigawa, 1989;Flavell, Friedrichs, & Hoyt, 1970;Goodman & Gardiner, 1981;Pressley, Levin, Ghatala, & Ahmad, 1987;Wellman, 1977).…”

Section: Discussionmentioning

confidence: 99%

Developmental changes in self‐corrected elaboration effects on incidental memory

Toyota

2007

Jpn Psychol Res

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Two experiments were carried out to investigate the changes across age groups in the effects of self-corrected elaboration on incidental memory. Each participant performed an orienting task involving three conditions: self-corrected, self-generated and experimenterprovided elaboration. The orienting task was followed by free recall tests. In Experiment 1, the participants were sixth-grade and second-grade students. For sixth-grade students the self-corrected elaboration led to a better free recall than the other two elaborations, whereas for the second-grade students, no difference was observed between any of the three elaborations. In Experiment 2, using a longer word list than that in Experiment 1, the participants were undergraduates. The self-corrected and self-generated elaborations led to a better free recall than the experimenter-provided elaboration, and no difference between the former two elaborations was observed. The results obtained from these two experiments were interpreted as showing that the effectiveness of a self-corrected elaboration depends on the participants' age.

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Section: Discussionmentioning

confidence: 99%

Developmental changes in self‐corrected elaboration effects on incidental memory

Toyota

2007

Jpn Psychol Res

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“…However, in this study, students were forced to restudy items, which might have led to unnatural restudy behavior. Dufresne and Kobasigawa (1989) examined spontaneous study time allocation in 6-to 12-year olds. Older children (10-and 12-year old) distributed study time effectively, studying difficult items longer than easy items, whereas younger children (6-and 8-year old) distributed study time evenly across difficult and easy items.…”

Section: Regulation Of Studymentioning

confidence: 99%

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Bruin

Thiede

Camp

et al. 2011

Journal of Experimental Child Psychology

149

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“…Several studies did not assess people's metacognitions but rather examined the effects of objective item difficulty on studytime allocation (Belmont & Butterfield, 1971;Bisanz, Vesonder, & Voss, 1978;Dufresne & Kobasigawa, 1988, 1989Kellas & Butterfield, 1971;Kobasigawa & Dufresne, 1992;Kobasigawa & Metcalf-Haggert, 1993;Le Ny, Danhiere, & Le Taillanter, 1972;Masur, Mclntyre, & Flavell, 1973;Zacks, 1969), but the results were, nevertheless, similar; that is, people devoted more study time to the difficult items.…”

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confidence: 99%

“…In Dufresne and Kobasigawa's (1989) study, children in Grades 1, 3, 5, and 7 were asked to study two booklets of paired associates until they could remember all of the pairs perfectly. For each child, one booklet was easy, and the other was difficult.…”

mentioning

confidence: 99%

Metacognitive and control strategies in study-time allocation.

Son¹,

Metcalfe²

2000

Journal of Experimental Psychology: Learning, Memory, and Cogni

327

322

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The issue of how people use their metacognitive judgments about what they know and how well they know it to take control over their own learning is of primary concern in this article. The fact that in many situations people have relatively accurate metacognitions is well documented (Brown, 1978;, 1997 Gnmeberg & Monks, 1974; Jacoby, Bjork, & Kelley, 1993;Johnson, 1988;Johnson & Raye, 1981;King, Zechmeister, & Shaughnessy, 1980;Koriat, 1975Koriat, , 1993Koriat, , 1995Koriat, , 1997Koriat, , 1998Koriat & Goldsmith, 1996, 1998Leonesio & Nelson, 1990;Lovelace, 1984; Mazzoni, Cornoldi, Tomat, & Vecchi, 1997;Mazzoni & Nelson, 1995;Metcalfe, 1986aMetcalfe, , 1986b Metcalfe, Schwartz, & Joaqnim, 1993;Metcalfe & Weibe, 1987;Nelson, 1988;Nelson & Dunlosky, 1991Nelson, Leonesio, Landwehr, & Narens, 1986;Schwartz & Metcalfe, 1994;Schwartz & Smith, 1997;Smith, Brown, & Balfour, 1991;Thiede & Dunlosky, 1994; Vesonder & Voss, 1985; Wldner & Smith, 1996;Widner, Smith, & Graziano, 1996). Ease-of-learning judgments (EeLs; Underwood, 1966), feeling-of-knowing judgments (FIGs;Hart, 1965;Nelson, Leonesio, Shimamura, Landwehr, & Narens, 1982), and judgments of difficulty (JODs) or of learning (JOLs; Arbuckle & Cuddy, 1969;Gardiner & Klee, 1976;Groninger, 1979;King et al., 1980;Lovelace, 1984) generally have been shown to predict subsequent memory performance with above-chance accuracy. Having established that Lisa K. Son and Janet Metcalfe, Department of Psychology, Columbia University.This research was supported by National Institute of Mental Health Grant 48066. We would like to thank Ozlem Ayduk, Brady Butterfield, Rodolfo Mendoza-Denton, Jasia Pietrzak, and Lisa Schwartz for their help. We also appreciate the comments of Thomas O. Nelson, Keith Thiede, and an anonymous reviewer on a draft of this article.Correspondence concerning this article should be addressed to Lisa K. Son, Department of Psychology, 406 Schermerhorn Hall, Columbia University, New York, New York 10027. Electronic mail may be sent to son@psych.columbia.edu. people appear to have access to accurate metalmowledge, the question of how they put that knowledge to use is becoming focal.Some theories indicate that metacognitions play a central role in a variety of cognitive tasks, including memory retrieval (Reder, 1987;Reder & Ritter, 1992), initial memory encoding (Metcalfe, 1993), problem solving (Metcalfe, 1986b;Simon & Newell, 1971), and self-directed learning . As was assumed by early researchers such as Flavell (1979) and Flavell and Wellman (1977), these self-reflective processes are crucial in controlling and guiding human cognition (see Metcalfe, 1996, in press, for review). Recently, investigators have begun intensively and systematically to explore the question of primary interest in this article: How do people use these metacognitive judgments to control their study-time allocation and hence to determine what it is that they will learn?Interest in the control functions of people's metacognitions was fostered by a framework for human metacognition forw...

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Children's spontaneous allocation of study time: Differential and sufficient aspects

Cited by 151 publications

References 13 publications

Developmental changes in self‐corrected elaboration effects on incidental memory

Developmental changes in self‐corrected elaboration effects on incidental memory

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Metacognitive and control strategies in study-time allocation.

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