Allocation of self-paced study time and the "labor-in-vain effect (original) (raw)
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Metacognitive and control strategies in study-time allocation
Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000
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
Metacognition and mindreading: Judgments of learning for Self and Other during self-paced study
Consciousness and cognition, 2010
The relationship between metacognition and mindreading was investigated by comparing the monitoring of one’s own learning (Self) and another person’s learning (Other). Previous studies indicated that in self-paced study judgments of learning (JOLs) for oneself are inversely related to the amount of study time (ST) invested in each item. This suggested reliance on the memorizing-effort heuristic that shorter ST is diagnostic of better recall. In this study although an inverse ST–JOL relationship was observed for Self, it was found for Other only when the Other condition followed the Self condition. The results were iterpreted in terms of the proposal that the processes underlying experience-based metacognitive judgments are largely unconscious. However, participants can derive insight from observing themselves as they monitor their own learning, and transfer that insight to Other, thus exhibiting a shift from experience-based to theory-based judgments. Although different processes mediate metacognition and mindreading, metacognition can inform mindreading.
Metacognitive Judgments and Performance
2011
The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals. most difficult (low JOL) items for restudy; evidence suggested that people chose to study the most difficult items (with the largest discrepancies between the current state of learning and the goal), and spent more time on them. This model is referred to as discrepancy reduction because it is assumed that people work to reduce discrepancies between the current state and the goal state ). These results have been replicated many times
What makes people study more? An evaluation of factors that affect self-paced study
Acta Psychologica, 1998
Allocation of study time across items was investigated in three experiments. According to the norm-affects-allocation hypothesis, when studying an item, a person changes the sought-after degree of learning for the item (called the norm of study) in an attempt to achieve task goals. As the norm of study is increased, more time will be allocated for study. This hypothesis was evaluated by having people pace their study of items for an eventual test of recall. As predicted, study time was greater (a) when points awarded for recalling an item increased, (b) when instructions emphasized mastering each item rather than quickly learning each item, (c) when points deducted for each second of study decreased, and (d) when the likelihood an item would be on the test increased. Also, although allocating more study time was usually accompanied by an increase in eventual recall, under several conditions people's allocation of study time appeared sub-optimal. Discussion focuses on current theory of self-paced study and people's apparent sub-optimal allocation of study time.
Self‐paced study time as a cue for recall predictions across school age
British Journal of …, 2010
Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade participated in a study based on a self-paced study time (ST) allocation paradigm. In contrast to previous studies, picture pairs instead of word pairs were used as stimuli to compensate for reduced reading skills in younger participants. Actual ST and judgments of learning (JOLs) made at the end of each study trial were used as core variables. The results are in line with previous findings, in that children's JOLs decreased with increasing ST, suggesting that JOLs were based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Weaker inverse relationship between JOLs and ST was found for the younger children. Overall, these results underline the importance of mnemonic cues in shaping metacognitive feelings not only in adults but also in older children and expose a developmental trend in their use along childhood.
Judgments of learning depend on how learners interpret study effort
Journal of Experimental Psychology: Learning, Memory, & Cognition
In self-paced learning, when the regulation of study effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When regulation is data-driven (e.g., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat, Ma'ayan, & Nussinson, 2006). We induced learners to interpret differences in their study time (Experiment 1) or in another learner's study time (Experiment 2) as reflecting either differences in data-driven regulation or differences in goal-driven regulation. This manipulation was found to moderate the relationship of both study time and rated effort to JOLs. The results were seen to support the idea that JOLs are based on study effort but the effects of experienced effort is mediated by an attribution that intervenes between the metacognitive regulation of effort and the monitoring of one's learning. The results invite an attributional theoretical framework that encompasses both data-driven and goal-driven regulation and incorporates the option of attributing experienced effort to either or both of the two types of regulation.
2013
Abstract—We contrasted several ways that an mdividual'i judgments of learning (JOLs) can be utilized when allocating additional study ("restudy") during the learning of Swahili-English translation equivalents The findings demonstrate AOH metacognitive monitoring can be utilized to benefit multitrial learning Computer-controlled allocation of restudy based people's JOLs was equivalent to most people's own allocati of restudy (indicating that the computer algorithm can provide a sufficient account of people's allocation of restudy) and was more effective than a computer-controlled allocation based on normative performance (indicating that people's metacognitive monitoring of idiosyncratic knowledge has functional utility m causal chains for learning) Self-monitonng and control are fundamental categones of metacognition and consciousness (Kihlstrom, 1984) Few people nowadays would doubt the importance of self-monitonng as a construct m theones of meta...
An investigation of the role of contingent metacognitive behavior in self-regulated learning
Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control. The aim of this study was to investigate the contingent relationship between metacognitive monitoring [e.g., judgment of learning (JOL)] and metacognitive control (e.g., strategy change) and whether those contingencies predicted learning about the circulatory system using an HLE. As a measure of contingency in metacognitive behavior, we examined the frequencies of learners' change in strategy use (i.e., adaptive), or lack thereof (i.e., static), when they verbalized a negative JOL. The results showed that the frequency of adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings suggest implications regarding future research into SRL, as well as the benefits of helping learners to recognize the necessary contingency that follows from metacognitive monitoring when learning with HLEs.
Metacognitive Knowledge, Regulation, and Study Habits
Psychology, 2022
The relationship between metacognitive knowledge, metacognitive regulation, depth of studying, and academic success was examined in university undergraduates. Further, age differences in these variables were compared between preadults (up to age 24) and adults (25 and older). Metacognitive regulation was found to be positively correlated with metacognitive knowledge, deep and strategic study habits, but no relationship was found between study habits or metacognition and GPA. Adults scored higher on all metacognitive knowledge subscales and the overall knowledge score, and all but the planning metacognitive regulation subscale. Explanations and application of findings are discussed.