Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice
Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice
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DOI：
10.1016/j.cogpsych.2019.101237
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发表时间：
2019-12-01
影响因子：
2.6
通讯作者：
Fraundorf, Scott H.
中科院分区：
文献类型：
--
作者：
Kirk-Johnson, Afton;Galla, Brian M.;Fraundorf, Scott H.
学习者如何决定如何学习、学习什么以及何时学习？为什么他们的决定有时对学习无效？在三项研究中，学习者经历了两种不同的学习策略(研究1：交错和阻塞时间表；研究2和3：提取练习和重读)，并在选择未来使用的策略之前评估了他们对每种策略的感知。在所有三项研究中，中介分析显示，认为一种策略更努力的参与者认为该策略对学习效果较差，进而不太可能选择该策略用于未来的研究。此外，与参与者的判断相反，选择更努力的策略与更好的长期保持相关(研究3)。最后的第四项研究表明，这些关系不是仅仅由提供评级的行为驱动的。因此，我们的结果支持了误读努力假说，即与许多规范有效的学习策略(理想的困难；Bjork&Bjork，1992)相关的心理努力导致学习者错误地将其理解为学习无效，从而不能将其用于自我调节学习。
How do learners make decisions about how, what, and when to study, and why are their decisions sometimes ineffective for learning? In three studies, learners experienced a pair of contrasting study strategies (Study 1: interleaved vs. blocked schedule; Studies 2 & 3: retrieval practice vs. restudy) and rated their perceptions of each strategy before choosing one for future use. In all three studies, mediation analysis revealed that participants who perceived a strategy as more effortful rated it as less effective for learning and, in turn, were less likely to choose it for future study. Further, choosing the more effortful strategy was associated with better long-term retention (Study 3), contrary to participants' judgments. A final fourth study suggested that these relationships were not driven by the mere act of providing ratings. Our results thus support a misinterpreted-effort hypothesis in which the mental effort associated with many normatively effective learning strategies (desirable difficulties; Bjork & Bjork, 1992) leads learners to misinterpret them as ineffective for learning and consequently not to employ them in self- regulated learning.