Metacognitive Control over the Distribution of Practice: When Is Spacing Preferred?

Autor/inn/en	Toppino, Thomas C.; Cohen, Michael S.; Davis, Meghan L.; Moors, Amy C.
Titel	Metacognitive Control over the Distribution of Practice: When Is Spacing Preferred?
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 5, S.1352-1358 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0016371
Schlagwörter	Metacognition; Vocabulary; Difficulty Level; Test Items; College Entrance Examinations; Drills (Practice); Learning Strategies; Proximity; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wortschatz; Schwierigkeitsgrad; Test content; Testaufgabe; Aufnahmeprüfung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lebensnähe
Abstract	The authors clarify the source of a conflict between previous findings related to metacognitive control over the distribution of practice. In a study by L. Son (2004), learners were initially presented pairs of Graduate Record Examination (GRE) vocabulary words and their common synonyms for 1 s, after which they chose to study the pair again immediately (massed practice), later (spaced practice), or not at all (done). Learners chose spaced practice less as pair difficulty increased. A. S. Benjamin and R. D. Bird (2006), using different materials and procedures and a longer presentation duration (5 s), concluded just the opposite. The authors adopted Son's materials and procedures and replicated her findings with a 1-s stimulus duration. However, the declining choice of spacing as item difficulty increased largely reflected learners' failure to fully perceive items with brief presentations. With longer presentations, ensuring full perception, the choice of spaced practice increased with greater pair difficulty, in agreement with Benjamin and Bird. Theoretical implications are discussed in the context of discrepancy-reduction and proximal-learning perspectives. (Contains 4 figures and 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10