Three experiments examined the relation between predicting future memory performance (judgment of learning [JOL]) and subsequent self-paced study-time allocation among 99 university students. Findings revealed that (1) recall increases with increasing JOL, (2) restudy increases JOL accuracy, and (3) study time is related to JOL. When initial exposure trials were short, most restudy time was allocated to items judged hard to recall, but when initial exposure times were long, most restudy time was allocated to uncertain items. Items studied longer were recalled equally well or to a lesser extent than items studied for a shorter time. During study time, Ss seemed to refine their JOLs for the items initially less well discriminated.

Do memorability ratings affect study-time allocation?

CORNOLDI, CESARE;
1990

Abstract

Three experiments examined the relation between predicting future memory performance (judgment of learning [JOL]) and subsequent self-paced study-time allocation among 99 university students. Findings revealed that (1) recall increases with increasing JOL, (2) restudy increases JOL accuracy, and (3) study time is related to JOL. When initial exposure trials were short, most restudy time was allocated to items judged hard to recall, but when initial exposure times were long, most restudy time was allocated to uncertain items. Items studied longer were recalled equally well or to a lesser extent than items studied for a shorter time. During study time, Ss seemed to refine their JOLs for the items initially less well discriminated.
1990
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2511888
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