Simultaneous decisions at study: time allocation, ordering, and spacing |
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Authors: | Lisa K Son Nate Kornell |
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Institution: | (1) Department of Psychology, Barnard College, 3009 Broadway, New York, NY 10027, USA;(2) Williams College, Williamstown, USA |
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Abstract: | Learners of all ages face complex decisions about how to study effectively. Here we investigated three such decisions made
in concert—time allocation, ordering, and spacing. First, college students were presented with, and made judgments of learning
about, 16 word-synonym pairs. Then, when presented with all 16 pairs, they created their own study schedule by choosing when
and how long to study each item. The results indicated that (a) the most study time was allocated to difficult items, (b)
relatively easy items tended to be studied first, and (c) participants spaced their study at a rate significantly greater
than chance. The spacing data, which are of particular interest, differ from previous findings that have suggested that people,
including adults, believe massing is more effective than spacing. |
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Keywords: | |
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