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Tag: Judgements of Learning

The puzzle of study time allocation for the most challenging items

Published in: Psychonomic Bulletin & Review, Volume 24, Issue 6, December 2017, 2003-2011 Abstract “Learners often allocate more study time to challenging items than to easier ones. Nevertheless, both predicted and actual memory performance are typically worse for difficult than for easier items. The resulting inverse relations between people’s predictions of their memory performance (judgments of learning; JOLs) and self-paced study time (ST) are often explained by bottom-up, data-driven ST allocation that is based on fluency. However, we demonstrate robust inverted U-shaped relations between JOLs and ST that cannot be explained by data-driven ST allocation alone. Consequently, we explored how two… Read More