Spontaneous Allocation of Study Time by First- and Third-Grade Children in a Simple Memory Task

Kobasigawa, Akira; Metcalf-Haggert, Alisa

doi:10.1080/00221325.1993.9914736

Cited by 34 publications

(33 citation statements)

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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: 83%

“…The authors suggested that the younger children did not realize that the more difficult materials either were more difficult or might require more intensive effort. In a related study, Kobasigawa and Metcalf-Haggert (1993) found that when the materials were pictures of familiar objects rather than verbal paired associates, as had been used in the Dufresne and Kobasigawa (1989) study, even first graders allocated more study time to materials that were more difficult. The discrepancy in the findings might be attributable to the fact that studying pictures makes more sense to elementary school children than studying unrelated paired associates, and so metacognitive strategies were more likely to come into play.…”

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confidence: 99%

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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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confidence: 83%

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confidence: 99%

Metacognitive and control strategies in study-time allocation.

Son¹,

Metcalfe²

2000

Journal of Experimental Psychology: Learning, Memory, and Cogni

327

322

View full text Add to dashboard Cite

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“…However, later research showed that the ability to self-regulate study depends largely on the difficulty of the task. Kobasigawa and Metcalf-Haggart (1993) had first and third grade children study familiar and unfamiliar objects until they were able to name all of the objects correctly. Given the salient difference in item difficulty in this task, even the first grade students dedicated more time to study of the unfamiliar 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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“…For example, Son and Metcalfe (2000) reviewed the literature and found 46 separate experimental conditions contained in 19 published reports. Of these, 35 showed that, as the discrepancy reduction model asserts, people allocated their study time to the items either that were objectively most difficult or that they judged to be most difficult (Bisanz, Vesonder, & Voss, 1978;Cull & Zechmeister, 1994;Dunlosky & Connor, 1997;Kellas & Butterfield, 1971;Kobasigawa & Metcalf-Haggert, 1993;Le Ny et al, 1972;Mazzoni & Cornoldi, 1993;Mazzoni, Cornoldi, & Marchitelli, 1990;Mazzoni, Cornoldi, Tomat, & Vecchi, 1997;Nelson, Dunlosky, Graf, & Narens, 1994;Nelson & Leonesio, 1988;Thiede & Dunlosky, 1999;Zacks, 1969; and also see Pelegrina, Bajo, & Justicia, 2000). The predicted monotonic relation between JOLs and studytime allocation was violated in very few participant populations, for example, very young children (Dufresne & Kobasigawa, 1988, 1989Kobasigawa & Dufresne, 1992;Masur, McIntyre, & Flavell, 1973) and mentally retarded teenagers (Belmont & Butterfield, 1971).…”

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confidence: 99%

The Dynamics of Learning and Allocation of Study Time to a Region of Proximal Learning.

Metcalfe¹,

Kornell²

2003

Journal of Experimental Psychology: General

168

162

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In contrast to the dominant discrepancy reduction model, which favors the most difficult items, people, given free choice, devoted most time to medium-difficulty items and studied the easiest items first. When study time was experimentally manipulated, best performance resulted when most time was given to the medium-difficulty items. Empirically determined information uptake functions revealed steep initial learning for easy items with little subsequent increase. For medium-difficulty items, initial gains were smaller but more sustained, suggesting that the strategy people had used, when given free choice, was largely appropriate. On the basis of the information uptake functions, a negative spacing effect was predicted and observed in the final experiment. Overall, the results favored the region of proximal learning framework.

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Spontaneous Allocation of Study Time by First- and Third-Grade Children in a Simple Memory Task

Cited by 34 publications

References 9 publications

Metacognitive and control strategies in study-time allocation.

Metacognitive and control strategies in study-time allocation.

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

The Dynamics of Learning and Allocation of Study Time to a Region of Proximal Learning.

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