Regulation of study-time and interstimulus similarity in self-paced learning conditions

Ny, Jean-François Le; Denhière, Guy; Taillanter, Danielle Le

doi:10.1016/0001-6918(72)90012-1

Cited by 47 publications

(31 citation statements)

References 8 publications

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“…Although there is much research concerning how subjects allocate study time across different materials (Baker & Anderson, 1982; Maki & Serra, 1992), with different criterion tasks (Le Ny, Denheire, & Taillanter, 1972; Zacks, 1969; Belmont & Butterfield, 1971), and even with varying subject populations (Dufresne & Kobasigawa, 1988, 1989; Kobasigawa & Metcalf-Haggert,1993, Dunlosky & Connor, 1997), the basic question of whether people are effective at distributing their own study time compared to a group that does not control their own time distribution remains unresolved. Metcalfe and Kornell (2005) noted that, although there are ample data on how learners allocate study across items, “we still do not know whether what they do enhances their learning, or is in any way optimal.”…”

Section: On the Effectiveness Of Self-paced Learningmentioning

confidence: 99%

On the effectiveness of self-paced learning

Tullis

Benjamin

2011

Journal of Memory and Language

211

144

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Metacognitive monitoring and control must be accurate and efficient in order to allow self-guided learners to improve their performance. Yet few examples exist in which allowing learners to control learning produces higher levels of performance than restricting learners’ control. Here we investigate the consequences of allowing learners to self-pace study of a list of words on later recognition, and show that learners with control of study-time allocation significantly outperformed subjects with no control, even when the total study time was equated between groups (Experiments 1 and 2). The self-pacing group also outperformed a group for which study time was automatically allocated as a function of normative item difficulty (Experiment 2). The advantage of self-pacing was apparent only in subjects who utilized a discrepancy reduction strategy—that is, who allocated more study time to normatively difficult items. Self-pacing can improve memory performance, but only when appropriate allocation strategies are used.

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Section: On the Effectiveness Of Self-paced Learningmentioning

confidence: 99%

On the effectiveness of self-paced learning

Tullis

Benjamin

2011

Journal of Memory and Language

211

144

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“…Prior work concerning difficulty-based self-regulated study indicates that the format in which to-be-remembered information is presented—namely, whether all at once (i.e., simultaneously) or single to-be-remembered units at a time (i.e., sequentially)—can notably impact later memory and the efficiency of study behaviors. Generally speaking, learners tend to prioritize difficult items over easier ones, allocating more time during study to the difficult subset and electing to restudy them more often than easier items (Dunlosky & Connor, 1997; Le Ny, Denhiere, & Taillanter, 1972; Mazzoni, Cornoldi, & Marchitelli, 1990; Nelson & Leonesio, 1988; Thiede & Dunlosky, 1999). There are, however, circumstances in which learners will appropriately shift their prioritization to easier items, such as when assigned a low performance goal (Thiede & Dunlosky, 1999) or under conditions of limited study time (Dunlosky & Thiede, 2004; Metcalfe, 2002; Son & Metcalfe, 2000; Thiede & Dunlosky, 1999).…”

mentioning

confidence: 99%

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

Middlebrooks¹,

Castel²

2018

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record

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“…To illustrate how this aspect ofmetacognition may mediate memory performance, we first describe a model of self-paced study (based on theory from Le Ny, Denhiere, &Le Taillanter, 1972, andNarens, 1990). The model includes several metacognitive components central to the interplay between monitoring and control that occurs when an individual paces his/her own study.…”

mentioning

confidence: 99%

Age differences in the allocation of study time account for age differences in memory performance

1997

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How aging affects the utilization of monitoring in the allocation of study time was investigated by having adults learn paired associates during multiple study-test trials. During each trial, a subject paced the presentation of individual items and later judged the likelihood of recalling each item on the upcoming test; after all items had been studied and judged, recall occurred. For both age groups in Study 1, (1) people's judgments were highly accurate at predicting recall and (2) intraindividual correlations between judgments (or recall) on one trial, and study times on the next trial were negative, which suggests that subjects utilized monitoring to allocate study time. However, the magnitude of these correlations was less for older than for younger adults. Study 2 revealed that these differences were not due to age differences in forgetting. Results from both studies suggest that older adults do not utilize on-line monitoring to allocate study to the same degree as younger adults do, and that these differences in allocation contribute to age deficits in recall.

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Regulation of study-time and interstimulus similarity in self-paced learning conditions

Cited by 47 publications

References 8 publications

On the effectiveness of self-paced learning

On the effectiveness of self-paced learning

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

Age differences in the allocation of study time account for age differences in memory performance

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