Middlebrooks Catherine D, Castel Alan D
Department of Psychology, University of California, Los Angeles.
J Exp Psychol Learn Mem Cogn. 2018 May;44(5):779-792. doi: 10.1037/xlm0000480. Epub 2017 Nov 2.
Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record
他们必须选择学习哪些信息、学习多长时间以及之后是否重新学习。当前的实验研究了与同时学习信息相比，按顺序学习信息时记录在案的自我调节学习障碍是否会扩展到对有价值信息的学习和记忆中。在实验1中，参与者以预设的呈现速度按顺序或同时学习价值从1到10分不等的单词列表；在实验2中，学习是自主节奏的，参与者可以选择重新学习。尽管参与者无论呈现方式如何都将高价值信息置于低价值信息之上，但那些同时学习项目的人在回忆、学习选择和自主节奏方面表现出了基于价值的更优优先级。本实验的结果支持了这样一种理论，即在顺序格式下设计、维持和执行高效的学习计划与同时格式下有着本质的不同。（PsycINFO数据库记录）
