Metacognitive and Control Strategies in Study-Time Allocation
This article investigates how people's metacognitive judgments influence subsequent study-time-allocation strategies. The authors present a comprehensive literature review indicating that people allocate more study time to judged-difficult than to judged-easy items-consistent with extant models...
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| Veröffentlicht in: | Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2000-01, Vol.26 (1), p.204-221 |
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| container_end_page | 221 |
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| container_issue | 1 |
| container_start_page | 204 |
| container_title | Journal of experimental psychology. Learning, memory, and cognition |
| container_volume | 26 |
| creator | Son, Lisa K Metcalfe, Janet |
| description | This article investigates how people's metacognitive
judgments influence subsequent study-time-allocation strategies. The
authors present a comprehensive literature review indicating that
people allocate more study time to judged-difficult than to
judged-easy items-consistent with extant models of study-time
allocation. However, typically, the materials were short, and
participants had ample time for study. In contrast, in Experiment 1,
when participants had insufficient time to study, they allocated
more time to the judged-easy items than to the judged-difficult
items, especially when expecting a test. In Experiment 2, when the
materials were shorter, people allocated more study time to the
judged-difficult materials. In Experiment 3, under high time
pressure, people preferred studying judged-easy sonnets; under
moderate time pressure, they showed no preference. These results
provide new evidence against extant theories of study-time
allocation. |
| doi_str_mv | 10.1037/0278-7393.26.1.204 |
| format | Article |
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judgments influence subsequent study-time-allocation strategies. The
authors present a comprehensive literature review indicating that
people allocate more study time to judged-difficult than to
judged-easy items-consistent with extant models of study-time
allocation. However, typically, the materials were short, and
participants had ample time for study. In contrast, in Experiment 1,
when participants had insufficient time to study, they allocated
more time to the judged-easy items than to the judged-difficult
items, especially when expecting a test. In Experiment 2, when the
materials were shorter, people allocated more study time to the
judged-difficult materials. In Experiment 3, under high time
pressure, people preferred studying judged-easy sonnets; under
moderate time pressure, they showed no preference. These results
provide new evidence against extant theories of study-time
allocation.</description><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/0278-7393.26.1.204</identifier><identifier>PMID: 10682298</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Adult ; Biological and medical sciences ; Cognition & reasoning ; Expectations ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Internal-External Control ; Judgment ; Knowledge Level ; Learning ; Learning. Memory ; Male ; Mental Recall ; Metacognition ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Students - psychology ; Study Habits ; Task Complexity ; Time Management ; Time On Task ; Time Perception</subject><ispartof>Journal of experimental psychology. Learning, memory, and cognition, 2000-01, Vol.26 (1), p.204-221</ispartof><rights>2000 American Psychological Association</rights><rights>2000 INIST-CNRS</rights><rights>Copyright American Psychological Association Jan 2000</rights><rights>2000, American Psychological Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,4022,27868,27922,27923,27924</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1254089$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/10682298$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Son, Lisa K</creatorcontrib><creatorcontrib>Metcalfe, Janet</creatorcontrib><title>Metacognitive and Control Strategies in Study-Time Allocation</title><title>Journal of experimental psychology. Learning, memory, and cognition</title><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><description>This article investigates how people's metacognitive
judgments influence subsequent study-time-allocation strategies. The
authors present a comprehensive literature review indicating that
people allocate more study time to judged-difficult than to
judged-easy items-consistent with extant models of study-time
allocation. However, typically, the materials were short, and
participants had ample time for study. In contrast, in Experiment 1,
when participants had insufficient time to study, they allocated
more time to the judged-easy items than to the judged-difficult
items, especially when expecting a test. In Experiment 2, when the
materials were shorter, people allocated more study time to the
judged-difficult materials. In Experiment 3, under high time
pressure, people preferred studying judged-easy sonnets; under
moderate time pressure, they showed no preference. These results
provide new evidence against extant theories of study-time
allocation.</description><subject>Adult</subject><subject>Biological and medical sciences</subject><subject>Cognition & reasoning</subject><subject>Expectations</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Internal-External Control</subject><subject>Judgment</subject><subject>Knowledge Level</subject><subject>Learning</subject><subject>Learning. Memory</subject><subject>Male</subject><subject>Mental Recall</subject><subject>Metacognition</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Students - psychology</subject><subject>Study Habits</subject><subject>Task Complexity</subject><subject>Time Management</subject><subject>Time On Task</subject><subject>Time Perception</subject><issn>0278-7393</issn><issn>1939-1285</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2000</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><recordid>eNp90cuKFDEUBuAgitOOvoALKVTcVZtL5baYxdB4gxEXjutwKkkNGVJVbZIS--1N0Y0tgmYTAt-5kB-h5wRvCWbyLaZStZJptqViS7YUdw_QhmimW0IVf4g2v8EFepLzPV4PU4_RBcFCUarVBl199gXsfDeFEn74BibX7OappDk2X0uC4u-Cz02Y6mtxh_Y2jL65jnG2UMI8PUWPBojZPzvdl-jb-3e3u4_tzZcPn3bXNy1wjEvrONZkAD04OSjBBVDc8w5L2ks26IFTaTVATzTxHYDVThDMpXPesZ4pb9klenPsu0_z98XnYsaQrY8RJj8v2cjaX1KFK3z5F7yflzTV3YwgHZNYcf4_RFdEtaAVvfoXIqrDWOiOrfPoUdk055z8YPYpjJAOhmCzhmTWDMyagaHCEFNDqkUvTq2XfvTuj5JjKhW8PgHIFuKQYLIhnx2tn6f0mcEezD4fLKQSbPTZ_IzjedwvGC6jJg</recordid><startdate>200001</startdate><enddate>200001</enddate><creator>Son, Lisa K</creator><creator>Metcalfe, Janet</creator><general>American Psychological Association</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7WH</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>200001</creationdate><title>Metacognitive and Control Strategies in Study-Time Allocation</title><author>Son, Lisa K ; Metcalfe, Janet</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a500t-d5091fa9fd7f8656a20b54072b73f9f527c9aab191e4aac9d61057dded3b38ec3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2000</creationdate><topic>Adult</topic><topic>Biological and medical sciences</topic><topic>Cognition & reasoning</topic><topic>Expectations</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Internal-External Control</topic><topic>Judgment</topic><topic>Knowledge Level</topic><topic>Learning</topic><topic>Learning. Memory</topic><topic>Male</topic><topic>Mental Recall</topic><topic>Metacognition</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Students - psychology</topic><topic>Study Habits</topic><topic>Task Complexity</topic><topic>Time Management</topic><topic>Time On Task</topic><topic>Time Perception</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Son, Lisa K</creatorcontrib><creatorcontrib>Metcalfe, Janet</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 50</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Son, Lisa K</au><au>Metcalfe, Janet</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Metacognitive and Control Strategies in Study-Time Allocation</atitle><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><date>2000-01</date><risdate>2000</risdate><volume>26</volume><issue>1</issue><spage>204</spage><epage>221</epage><pages>204-221</pages><issn>0278-7393</issn><eissn>1939-1285</eissn><abstract>This article investigates how people's metacognitive
judgments influence subsequent study-time-allocation strategies. The
authors present a comprehensive literature review indicating that
people allocate more study time to judged-difficult than to
judged-easy items-consistent with extant models of study-time
allocation. However, typically, the materials were short, and
participants had ample time for study. In contrast, in Experiment 1,
when participants had insufficient time to study, they allocated
more time to the judged-easy items than to the judged-difficult
items, especially when expecting a test. In Experiment 2, when the
materials were shorter, people allocated more study time to the
judged-difficult materials. In Experiment 3, under high time
pressure, people preferred studying judged-easy sonnets; under
moderate time pressure, they showed no preference. These results
provide new evidence against extant theories of study-time
allocation.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>10682298</pmid><doi>10.1037/0278-7393.26.1.204</doi><tpages>18</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 0278-7393 |
| ispartof | Journal of experimental psychology. Learning, memory, and cognition, 2000-01, Vol.26 (1), p.204-221 |
| issn | 0278-7393 1939-1285 |
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| source | MEDLINE; EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Adult Biological and medical sciences Cognition & reasoning Expectations Female Fundamental and applied biological sciences. Psychology Human Humans Internal-External Control Judgment Knowledge Level Learning Learning. Memory Male Mental Recall Metacognition Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Students - psychology Study Habits Task Complexity Time Management Time On Task Time Perception |
| title | Metacognitive and Control Strategies in Study-Time Allocation |
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