The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
On the effectiveness of self-paced learning
Open accessAbstract
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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Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“Flavell (1979) offers a broad, hopeful vision for the usefulness of metacognitive instruction, suggesting that metacognitive ideas “could be parlayed into a method of teaching children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal…”
BackgroundTest-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science · doi:10.1111/j.1467-9280.2006.01693.x · Cited by 2,867
The Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791 · cited 1×
“…1992; Dunlosky & Nelson, 1994; Shaughnessy, 1981), and often do not appropriately reflect the influence of variables that affect performance considerably (Benjamin, 2005; Koriat, Bjork, Sheffer, & Bar, 2004; Karpicke & Roediger, 2008; Zechmeister & Shaughnessy, 1980, Roediger & Karpicke, 2006).”
The promise and perils of self-regulated study
Kornell, N., & Bjork, R. A. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194055 · Cited by 527
Test prediction and performance in a classroom context.
Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.160 · Cited by 464
Metacognitive Judgments and Control of Study
Metcalfe, J. (2009) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2009.01628.x · Cited by 374
The dynamics of learning and allocation of study time to a region of proximal learning
Metcalfe, J., & Kornell, N. (2003) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.132.4.530 · Cited by 186
Cited by
A Survey on Curriculum Learning
Wang, X., Chen, Y., & Zhu, W. (2021) · IEEE Transactions on Pattern Analysis and Machine Intelligence · doi:10.1109/tpami.2021.3069908 · Cited by 692
Rashid, T., & Asghar, H. M. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.05.084 · Cited by 649
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e16348 · Cited by 337
Ackerman, R., & Lauterman, T. (2012) · Computers in Human Behavior · doi:10.1016/j.chb.2012.04.023 · Cited by 254
When asking the question changes the ultimate answer: Metamemory judgments change memory
Mitchum, A. L., Kelley, C. M., & Fox, M. C. (2016) · Journal of Experimental Psychology: General · doi:10.1037/a0039923 · Cited by 148
Metadata
- Authors
- Tullis, J. G., & Benjamin, A. S.
- Venue
- Journal of Memory and Language
- Publisher
- Elsevier BV
- Published
- 2011-02
- Volume
- 64
- Issue
- 2
- Pages
- 109-118
- ISSN
- 0749-596X (ISSN-L)
- OpenAlex
- W1978924416
- Cited by
- 286
- References
- 7
- FWCI
- 2.90
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
