On the effectiveness of self-paced learning

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...

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Veröffentlicht in:	Journal of memory and language 2011-02, Vol.64 (2), p.109-118
Hauptverfasser:	Tullis, Jonathan G., Benjamin, Aaron S.
Format:	Artikel
Sprache:	eng
Schlagworte:	Biological and medical sciences Cognition & reasoning Fundamental and applied biological sciences. Psychology Human Independent Study Learning Learning Strategies Learning. Memory Memorization Memory Metacognition Metacognitive control Pacing Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Self-pacing Study Habits Time Management
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