Allocation of self-paced study time and the "labor-in-vain effect".
Allocation of self-paced study time and the "labor-in-vain effect".
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DOI：
10.1037//0278-7393.14.4.676
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发表时间：
1988-10
期刊：
影响因子：
--
通讯作者：
Thomas O. Nelson;R. J. Leonesio
中科院分区：
文献类型：
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作者：
Thomas O. Nelson;R. J. Leonesio
本研究探讨了元认知控制过程（即自主学习时间的分配）可能受到元认知监控过程输出（即，易于学习和/或感觉知晓判断）。在三个实验中，大学生收到的指示，强调学习的准确性或学习的速度。主要调查结果如下：（a）容易学习判断和感觉知道判断与学习时间分配可靠地相关，更多的自定进度的学习时间被分配给那些被认为更难的项目;（B）即使被要求掌握每一个项目，并且被允许无限的学习时间，人们在学习完成之前就终止了学习;以及（c）自定进度学习时间的大幅增加对随后的回忆可能性的增加很少或没有增加（“徒劳效应”）。元认知监测过程和元认知控制过程之间的相互作用的模型的影响。
This research explored the possibility that a metacognitive control process (namely, the allocation of self-paced study time) might be affected by the output from metacognitive monitoring processes (i.e., ease-of-learning and/or feeling-of-knowing judgments). In three experiments, university undergraduates received instructions that emphasized either accuracy of learning or speed of learning. The major findings were: (a) ease-of-learning judgments and feeling-of-knowing judgments are reliably related to study-time allocation, with more self-paced study time being allocated to the supposedly more difficult items; (b) even when instructed to master every item and when allowed unlimited study time to do so, people terminate study before learning is completed; and (c) large increases in self-paced study time can yield little or no increase in the subsequent likelihood of recall (the "labor-in-vain effect"). Implications are drawn for a model of the interplay between metacognitive monitoring processes and metacognitive control processes.