Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval practice

Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying... In two experiments, learners studied word pairs one or two times and took a final cued recall test. They studied each pair upon its initial presentation and decided whether they would restudy it later, take a practice test on it later (retrieval practice), or forego all further practice with the pair. Whether learners preferred restudying or testing depended upon conditions. Regardless of whether practice tests were followed by feedback, they chose to take practice tests relatively more often when items were easy and the lag or spacing interval between the first and second occurrence was short, whereas they chose to restudy relatively more when items were hard and the lag was long. That is, they preferred testing under conditions in which successful retrieval on the practice test was likely. In Experiment 2, we varied the number of points each item was worth if recalled on the final test. A high point value led to a marked increase in both the preference for testing when the lag was short and the preference for restudying when the lag was long. Results support the hypothesis that learners appreciate at some level that retrieval practice can be a more effective learning strategy than restudying. However, they appear to believe that successful retrieval is necessary to reap the benefits of retrieval practice. As a consequence, their tendency to choose testing is influenced by conditions (item difficulty and spacing interval) that affect the likelihood of successful practice-test retrieval. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Memory & Cognition Springer Journals

Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval practice

Download PDF
14 pages
Read Article

Loading next page...
 
/lp/springer_journal/metacognitive-control-in-self-regulated-learning-conditions-affecting-hdb0dSpVQW
Publisher
Springer Journals
Copyright
Copyright © 2018 by Psychonomic Society, Inc.
Subject
Psychology; Cognitive Psychology
ISSN
0090-502X
eISSN
1532-5946
DOI
10.3758/s13421-018-0828-2
Publisher site
See Article on Publisher Site

Abstract

In two experiments, learners studied word pairs one or two times and took a final cued recall test. They studied each pair upon its initial presentation and decided whether they would restudy it later, take a practice test on it later (retrieval practice), or forego all further practice with the pair. Whether learners preferred restudying or testing depended upon conditions. Regardless of whether practice tests were followed by feedback, they chose to take practice tests relatively more often when items were easy and the lag or spacing interval between the first and second occurrence was short, whereas they chose to restudy relatively more when items were hard and the lag was long. That is, they preferred testing under conditions in which successful retrieval on the practice test was likely. In Experiment 2, we varied the number of points each item was worth if recalled on the final test. A high point value led to a marked increase in both the preference for testing when the lag was short and the preference for restudying when the lag was long. Results support the hypothesis that learners appreciate at some level that retrieval practice can be a more effective learning strategy than restudying. However, they appear to believe that successful retrieval is necessary to reap the benefits of retrieval practice. As a consequence, their tendency to choose testing is influenced by conditions (item difficulty and spacing interval) that affect the likelihood of successful practice-test retrieval.

Journal

Memory & Cognition – Springer Journals

Published: May 29, 2018

References

  • On the analysis of the factor of recall in the learning process
    Abott, EE
  • Agenda-based regulation of study-time allocation: When agendas override item-based monitoring
    Ariel, R; Dunlosky, J; Bailey, H
  • Contribution of degraded perception and insufficient encoding to decisions to mass or space study
    Ariel, R; Dunlosky, J; Toppino, TC
  • Test-potentiated learning: Distinguishing between direct and indirect effects of tests
    Arnold, KM; McDermott, KB
  • The influence of length and frequency of training session on the rate of learning to type
    Baddeley, A; Longman, D
  • Metacognitive control of the spacing of study repetitions
    Benjamin, AS; Bird, RD
  • Implicit memory and metacognition
    Benjamin, AS; Bjork, RA
  • Information processing and cognition
    Bjork, RA
  • Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval
    Carpenter, SK
  • Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect
    Carpenter, SK; DeLosh, EL
  • Empirical analysis of the intrinsic–extrinsic distinction of judgments of learning (JOLs): Effects of relatedness and serial position on JOLs
    Dunlosky, J; Matvey, G
  • Recitation as a factor in memorizing
    Gates, A
  • The "testing" phenomenon: Not gone but nearly forgotten
    Glover, John A.
  • Study strategies of college students: Are self-testing and scheduling related to achievement?
    Hartwig, MK; Dunlosky, J
  • When and why a failed test potentiates the effectiveness of subsequent study
    Hays, MJ; Kornell, N; Bjork, RA
  • Reinforcement-test sequences in paired-associate learning
    Izawa, C
  • Test format and corrective feedback modify the effect of testing on long-term retention
    Kang, SH; McDermott, KB; Roediger, HL
  • Metacognitive control and strategy selection: Deciding to practice retrieval during learning
    Karpicke, JD
  • Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
    Karpicke, JD; Butler, AC; Roediger, HL
  • The critical importance of retrieval for learning
    Karpicke, JD; Roediger, HL
  • Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning
    Koriat, A
  • Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures
    Koriat, A; Bjork, RA
  • The promise and perils of self-regulated study
    Kornell, N; Bjork, RA
  • Learners’ choices and beliefs about self-testing
    Kornell, N; Son, LK
  • Investigations of the testing effect
    Kuo, T-M; Hirshman, E
  • Proceedings of the 34th Annual Conference of the Cognitive Science Society
    Little, JL; Bjork, EL
  • Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting
    Little, JL; Bjork, EL; Bjork, RA; Angello, G
  • Metacognition and the spacing effect: The role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal
    Logan, JM; Castel, AD; Haber, S; Viehman, EJ
  • The role of forgetting rate in producing a benefit of expanded over equal spaced retrieval in young and older adults
    Maddox, GB; Balota, DA; Coane, JH; Duchek, JM
  • Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement
    McDaniel, MA; Agarwal, PK; Huelser, BJ; McDermott, KB; Roediger, HL
  • Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes
    McDermott, KB; Agarwal, PK; D’Antonio, L; Roediger, HL; McDaniel, MA
  • The University of South Florida free association, rhyme, and word fragment norms
    Nelson, DL; McEvoy, CL; Schreiber, TA
  • Toward an understanding of students’ allocation of study time: Why do they decide to mass or space their practice?
    Pyc, MA; Dunlosky, J
  • Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
    Pyc, MA; Rawson, KA
  • Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis
    Rawson, KA; Vaughn, KE; Carpenter, SK
  • The critical role of retrieval practice in long-term retention
    Roediger, HL; Butler, AC
  • The power of testing memory: Basic research and implications for educational practice
    Roediger, HL; Karpicke, JD
  • Test-enhanced learning—Taking memory tests improves long-term retention
    Roediger, HL; Karpicke, JD
  • The effect of testing versus restudy on retention: A meta-analytic review of the testing effect
    Rowland, CA
  • Mnemonic benefits of retrieval practice at short retention intervals
    Rowland, CA; DeLosh, EL
  • Spacing one’s study: Evidence for a metacognitive control strategy
    Son, LK
  • Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention
    Storm, BC; Bjork, RA; Storm, JC
  • On the transfer of prior tests or study events to subsequent study
    Storm, BC; Friedman, MC; Murayama, K; Bjork, RA
  • The testing effect and the retention interval questions and answers
    Toppino, TC; Cohen, MS
  • Metacognitive control and spaced practice: Clarifying what people do and why
    Toppino, TC; Cohen, MS
  • Metacognitive control over the distribution of practice: When is spacing preferred?
    Toppino, TC; Cohen, MS; Davis, ML; Moors, AC
  • Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval
    Tullis, JG; Finley, JR; Benjamin, AS
  • Different rates of forgetting following study versus test trials
    Wheeler, M; Ewers, M; Buonanno, J
  • How and when do students use flashcards?
    Wissman, KT; Rawson, KA; Pyc, MA
  • Habits and beliefs that guide self-regulated learning: Do they vary with mindset?
    Yan, VX; Thai, K; Bjork, RA
  • When you know that you know and when you think that you know but you don’t
    Zechmeister, EB; Shaughnessy, JJ