Self-regulated learning of important information under sequential and simultaneous encoding conditions.
| Autor: | Middlebrooks CD; Department of Psychology, University of California, Los Angeles., Castel AD; Department of Psychology, University of California, Los Angeles. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of experimental psychology. Learning, memory, and cognition [J Exp Psychol Learn Mem Cogn] 2018 May; Vol. 44 (5), pp. 779-792. Date of Electronic Publication: 2017 Nov 02. |
| DOI: | 10.1037/xlm0000480 |
| Abstrakt: | 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 ((c) 2018 APA, all rights reserved).) |
| Databáze: | MEDLINE |
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