The Efficacy of Self-Paced Study in Multitrial Learning

Autor/inn/en	de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René
Titel	The Efficacy of Self-Paced Study in Multitrial Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2015) 3, S.851-858 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000046
Schlagwörter	Experimental Psychology; Experiments; Pacing; Indo European Languages; Native Speakers; English; Comparative Analysis; Time Factors (Learning); Correlation; Time Management; Metacognition; Statistical Analysis; Undergraduate Students; Program Effectiveness; California + Suchen Sie Ihr Suchwort? Experimentelle Psychologie; Erprobung; Lerntempo; Indoeuropäisch; Muttersprachler; English language; Englisch; Korrelation; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; Kalifornien
Abstract	In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01