Ending on a High Note: Adding a Better End to Effortful Study

Autor/in	Finn, Bridgid
Titel	Ending on a High Note: Adding a Better End to Effortful Study
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 36 (2010) 6, S.1548-1553 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0020605
Schlagwörter	Learning Experience; Educational Quality; Student Attitudes; Pain; Time Perspective; Futures (of Society); Recall (Psychology); Intervals; Spanish; English; Translation; Difficulty Level; Success; Learning Processes + Suchen Sie Ihr Suchwort? Lernerfahrung; Quality of education; Bildungsqualität; Schülerverhalten; Schmerz; Zeitbezug; Future; Society; Zukunft; Abberufung; Spanisch; English language; Englisch; Schwierigkeitsgrad; Erfolg; Learning process; Lernprozess
Abstract	Remembered utility is the retrospective evaluation about the pleasure and pain associated with a past experience. It has been shown to influence prospective choices about whether to repeat or to avoid similar situations in the future (D. Kahneman 2000; D. Kahneman, D. L. Fredrickson, C. A. Schreiber, & D. A. Redelmeier, 1993). Evaluations about our hedonic past often disregard the duration of the experience and are influenced more by the peak and the final levels of discomfort (B. L. Fredrickson & D. Kahneman, 1993). Two experiments explored the remembered discomfort of an effortful learning experience and the influence of this evaluation on prospective study choices. The design of the studies mimicked D. Kahneman et al.'s (1993) cold-pressor study, but used an exceptionally challenging learning experience in place of the painful experience of submerging one's hand in ice water. An extremely effortful study episode extended by a more moderate interval was preferred to a shorter, unextended interval, despite better test performance following the shorter interval. Future study choices reflected this preference. These findings suggest that the act of acquiring knowledge has value in the learning process. (Contains 1 table, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10