Simultaneous decisions at study: time allocation, ordering, and spacing
Simultaneous decisions at study: time allocation, ordering, and spacing
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学习时同时做出决定：时间分配、顺序和间隔
DOI：
10.1007/s11409-009-9049-1
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发表时间：
2009
影响因子：
3.3
通讯作者：
Nate Kornell
中科院分区：
文献类型：
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作者：
Lisa K. Son;Nate Kornell
所有年龄段的学习者都面临着如何有效学习的复杂抉择。在这里，我们调查了一致做出的三个这样的决策--时间分配、排序和间隔。首先，向大学生展示了16个单词-同义词对，并对其进行了学习判断。然后，当拿到所有16对时，他们通过选择学习每一项的时间和时间来创建自己的学习时间表。结果表明：(A)最多的学习时间被分配到困难的项目上，(B)相对容易的项目倾向于首先学习，(C)参与者的间隔学习的速度明显大于机率。特别令人感兴趣的间隔数据与之前的研究结果不同，此前的发现表明，包括成年人在内的人们认为集中在一起比间隔更有效。
Learners of all ages face complex decisions about how to study effectively. Here we investigated three such decisions made in concert—time allocation, ordering, and spacing. First, college students were presented with, and made judgments of learning about, 16 word-synonym pairs. Then, when presented with all 16 pairs, they created their own study schedule by choosing when and how long to study each item. The results indicated that (a) the most study time was allocated to difficult items, (b) relatively easy items tended to be studied first, and (c) participants spaced their study at a rate significantly greater than chance. The spacing data, which are of particular interest, differ from previous findings that have suggested that people, including adults, believe massing is more effective than spacing.
DOI：
10.1037//0278-7393.14.4.676
发表时间：
1988-10
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Thomas O. Nelson;R. J. Leonesio
通讯作者：
Thomas O. Nelson;R. J. Leonesio