Feedback and Study-time Allocation in a Chinese Learning Task

2011 ◽  
Author(s):  
Sarah Meacham ◽  
Jonathan J. Berry ◽  
Emma Barr ◽  
Joshua Cash ◽  
Caitlin Youngblood ◽  
...  
Keyword(s):  
Time Allocation ◽  
Learning Task ◽  
Study Time ◽  
Chinese Learning ◽  
Study Time Allocation

Study Time Allocation, Retrospective Confidence, Gender, and Recall Performance: Does MemorySelf-Efficacy Matter?

2014 ◽  
Vol 13 (3) ◽  
pp. 392-410 ◽  
Author(s):  
Lacy E. Krueger ◽  
Cristina M. Sifuentes
Keyword(s):  
Time Allocation ◽  
Recall Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Study Time ◽  
Cued Recall ◽  
Gender Effects ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Study Time Allocation

We examined factors associated with self-regulated learning in a multitrial verbal learning task. Eighty males and 80 females (ages 18–25 years) completed a memory self-efficacy (MSE) questionnaire before being administered a Swahili-English memory task, in which participants received an unlimited amount of time to study each translation and complete cued recall tests across three study-test trials. We hypothesized that MSE, gender, and subsequent study time allocation (STA) based on prior recall performance and retrospective confidence judgments (RCJs) would be related to memory performance. There were gender differences in recall rates on subsequent trials, but no other gender effects were observed. Our results suggested that general beliefs about memory capabilities (MSE), control processes (STA), and monitoring processes (RCJs) are related to recall performance in a multitrial self-regulated learning task, and that the influence of these variables differs by recall trial and whether individuals are in more extreme MSE groups.

scholarly journals The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

2021 ◽  
Author(s):  
Gökhan Gönül ◽  
Nike Tsalas ◽  
Markus Paulus
Keyword(s):  
Time Allocation ◽  
Time Pressure ◽  
Self Regulation ◽  
Age Groups ◽  
Study Time ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Metacognitive Control ◽  
Metacognitive Cues ◽  
Study Time Allocation

AbstractThe effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

scholarly journals Out of Lust or Jealousy: The Effects of Mate-Related Motives on Study-Time Allocation to Faces Varying in Attractiveness

PLoS ONE ◽  
2015 ◽  
Vol 10 (6) ◽  
pp. e0132207 ◽  
Author(s):  
Weijian Li ◽  
Yuchi Zhang ◽  
Fengying Li ◽  
Xinyu Li ◽  
Ping Li ◽  
...  
Keyword(s):  
Time Allocation ◽  
Study Time ◽  
Study Time Allocation

scholarly journals (Pretty) Lady First: Effects of Mate-Related Motives on the Item-Selection Orders of Faces With Varying Attractiveness

2019 ◽  
Vol 17 (1) ◽  
pp. 147470491983450 ◽  
Author(s):  
Yuchi Zhang ◽  
Xinyu Li ◽  
Ping Li ◽  
Xiaoyu Jia ◽  
Weijian Li
Keyword(s):  
Learning Process ◽  
Time Allocation ◽  
Mate Guarding ◽  
Study Time ◽  
Item Selection ◽  
Human Cognition ◽  
Self Regulated Learning ◽  
Mate Search ◽  
Study Time Allocation ◽  
Attractive Female

Evolutionary theories suggest that fundamental mating-related motives might exert specific effects on human cognition and behaviors. Based on the evolutionary perspective, our prior research illustrated that the activation of mating-related motives leads to a study-time allocation bias toward highly attractive female faces. While study-time allocation is one of the aspects of the self-regulated learning process, it is unclear whether mating motives affect study decision behaviors (as measured by item-selection orders) during the learning process. Therefore, the present study followed the logic of previous research and aimed to examine the effects of mating-related motives on item-selection orders for face–name associations among faces with varying attractiveness. In two experiments, after an imagery procedure, participants in mating-related priming conditions (Experiment 1: mate search, Experiment 2: mate guarding) or control conditions performed an item-selection task. Participants were shown 16 female faces with varying attractiveness on a computer screen and were instructed to decide the order for studying the faces and corresponding names. Experiment 1 showed that activating mate-search motives led male participants to prioritize the choice of highly attractive rather than less attractive faces for studying. In Experiment 2, compared to the participants in the control condition, female participants in the mate-guarding priming condition were more likely to prioritize the choice of highly attractive rather than less attractive faces for studying. The present findings clarify that mating-related motives affect the item-selection prioritization of faces with varying attractiveness.

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