Study efficacy and the region of proximal learning framework.

Full Abstract

One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to control what they studied. Experiments 2a-d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose among items they did not know, participants chose the easiest items and benefited from doing so, providing evidence for the link between metacognitive monitoring/control and learning, and supporting the region of proximal learning model of study-time allocation.

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Author information

Author/s: Kornell, Nate (N); Metcalfe, Janet (J);

Affiliation: Department of Psychology, Columbia University, New York, NY, USA. nkornell(-atsign-)psych.ucla.edu

Grants: R01-MH60637 (Agency:NIMH NIH HHS)

Journal and publication information

Publication Type: Journal Article; Research Support, N.I.H., Extramural

Journal: Journal of experimental psychology. Learning, memory, and cognition (J Exp Psychol Learn Mem Cogn), published in United States. (Language: eng)

Reference: 2006-May; vol 32 (issue 3) : pp 609-22

Dates: Created 2006/05/24; Completed 2006/11/08; Revised 2007/11/14;

PMID: 16719670, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adult
Choice Behavior
Cognition - physiology
Education
Humans
Learning - physiology

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