The dynamics of learning and allocation of study time to a region of proximal learning

被引:146
作者
Metcalfe, J [1 ]
Kornell, N [1 ]
机构
[1] Columbia Univ, Dept Psychol, New York, NY 10027 USA
关键词
D O I
10.1037/0096-3445.132.4.530
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
In contrast to the dominant discrepancy reduction model, which favors the most difficult items, people, given free choice, devoted most time to medium-difficulty items and studied the easiest items first. When study time was experimentally manipulated, best performance resulted when most time was given to the medium-difficulty items. Empirically determined information uptake functions revealed steep initial learning for easy items with little subsequent increase. For medium-difficulty items, initial gains were smaller but more sustained, suggesting that the strategy people had used, when given free choice, was largely appropriate. On the basis of the information uptake functions, a negative spacing effect was predicted and observed in the final experiment. Overall, the results favored the region of proximal learning framework.
引用
收藏
页码:530 / 542
页数:13
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