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| Research article summary (published 30 Aug 2002): |
Is study time allocated selectively to a region of proximal learning?
Full Abstract
Five experiments investigated whether people allocate their study time according to the discrepancy reduction model (i.e., to the most difficult items; J. Dunlosky & C. Hertzog, 1998) or to items in their own region of proximal learning. Consistent with the latter hypothesis, as more time was given, people shifted toward studying more difficult items. Experts, whether college students or Grade 6 children, devoted their time to items that were more difficult than did novices. However, in a multiple-trials experiment, people regressed toward easier items on Trial 2 rather than shifting to more difficult items, perhaps because Trial 1 feedback revealed poor learning of the easiest items. These findings are in opposition to the discrepancy reduction model and support the region of proximal learning hypothesis.
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Author information
Author/s: Metcalfe, Janet (J);
Affiliation: Department of Psychology, Columbia University, New York, New York 10027, USA. metcalfe@columbia.edu
Journal and publication information
Publication Type: Comparative Study; Journal Article; Research Support, Non-U.S. Gov't
Journal: Journal of experimental psychology. General (J Exp Psychol Gen), published in United States. (Language: eng)
Reference: 2002-Sep; vol 131 (issue 3) : pp 349-63
Dates: Created 2002/09/06; Completed 2003/01/21; Revised 2006/11/15;
PMID: 12214751, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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