Study Time Allocation, Retrospective Confidence, Gender, and Recall Performance: Does MemorySelf-Efficacy Matter?

We examined factors associated with self-regulated learning in a multitrial verbal learning task. Eighty males and 80 females (ages 18–25 years) completed a memory self-efficacy (MSE) questionnaire before being administered a Swahili-English memory task, in which participants received an unlimited amount of time to study each translation and complete cued recall tests across three study-test trials. We hypothesized that MSE, gender, and subsequent study time allocation (STA) based on prior recall performance and retrospective confidence judgments (RCJs) would be related to memory performance. There were gender differences in recall rates on subsequent trials, but no other gender effects were observed. Our results suggested that general beliefs about memory capabilities (MSE), control processes (STA), and monitoring processes (RCJs) are related to recall performance in a multitrial self-regulated learning task, and that the influence of these variables differs by recall trial and whether individuals are in more extreme MSE groups.

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(Pretty) Lady First: Effects of Mate-Related Motives on the Item-Selection Orders of Faces With Varying Attractiveness

Evolutionary Psychology ◽

10.1177/1474704919834502 ◽

2019 ◽

Vol 17 (1) ◽

pp. 147470491983450 ◽

Cited By ~ 1

Author(s):

Yuchi Zhang ◽

Xinyu Li ◽

Ping Li ◽

Xiaoyu Jia ◽

Weijian Li

Keyword(s):

Learning Process ◽

Time Allocation ◽

Mate Guarding ◽

Study Time ◽

Item Selection ◽

Human Cognition ◽

Self Regulated Learning ◽

Mate Search ◽

Study Time Allocation ◽

Attractive Female

Evolutionary theories suggest that fundamental mating-related motives might exert specific effects on human cognition and behaviors. Based on the evolutionary perspective, our prior research illustrated that the activation of mating-related motives leads to a study-time allocation bias toward highly attractive female faces. While study-time allocation is one of the aspects of the self-regulated learning process, it is unclear whether mating motives affect study decision behaviors (as measured by item-selection orders) during the learning process. Therefore, the present study followed the logic of previous research and aimed to examine the effects of mating-related motives on item-selection orders for face–name associations among faces with varying attractiveness. In two experiments, after an imagery procedure, participants in mating-related priming conditions (Experiment 1: mate search, Experiment 2: mate guarding) or control conditions performed an item-selection task. Participants were shown 16 female faces with varying attractiveness on a computer screen and were instructed to decide the order for studying the faces and corresponding names. Experiment 1 showed that activating mate-search motives led male participants to prioritize the choice of highly attractive rather than less attractive faces for studying. In Experiment 2, compared to the participants in the control condition, female participants in the mate-guarding priming condition were more likely to prioritize the choice of highly attractive rather than less attractive faces for studying. The present findings clarify that mating-related motives affect the item-selection prioritization of faces with varying attractiveness.

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Feedback and Study-time Allocation in a Chinese Learning Task

PsycEXTRA Dataset ◽

10.1037/e520602012-673 ◽

2011 ◽

Author(s):

Sarah Meacham ◽

Jonathan J. Berry ◽

Emma Barr ◽

Joshua Cash ◽

Caitlin Youngblood ◽

...

Keyword(s):

Time Allocation ◽

Learning Task ◽

Study Time ◽

Chinese Learning ◽

Study Time Allocation

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An Examination of Study Time Allocation as a Contributor to Sex Differences in Multitrial Verbal Learning Performance

Psychological Reports ◽

10.1177/0033294121989297 ◽

2021 ◽

pp. 003329412198929

Author(s):

Lacy E. Krueger

Keyword(s):

Sex Differences ◽

Verbal Memory ◽

Time Allocation ◽

Memory Performance ◽

Verbal Learning ◽

Memory Task ◽

Study Time ◽

Learning Performance ◽

Superiority Effect ◽

Study Time Allocation

Researchers have noted sex differences in verbal memory performance with females showing a memory superiority effect. Research paradigms have largely incorporated experimenter-timed materials. Therefore, the extent to which self-regulating study time influences this pattern of sex differences is unclear. The researcher reexamined data from a published paper to determine whether sex differences in multitrial verbal learning are minimized when individuals self-regulate their study time, or if sex differences would still remain. The results from this study showed that females outperformed males on subsequent test trials, and they allocated more study time. Controlling for the influence of study time allocation reduced or eliminated sex differences in memory performance, and only study time allocation was related to whether items were gained or lost across trials. These findings suggest the importance of self-regulated learning in reducing sex differences on a verbal memory task and the contribution of study time allocation to memory performance.

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Agenda-Based Regulation of Study-Time Allocation

PsycEXTRA Dataset ◽

10.1037/e566962012-072 ◽

2009 ◽

Author(s):

Robert Ariel ◽

John Dunlosky

Keyword(s):

Time Allocation ◽

Study Time ◽

Study Time Allocation

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The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

Metacognition and Learning ◽

10.1007/s11409-021-09262-y ◽

2021 ◽

Author(s):

Gökhan Gönül ◽

Nike Tsalas ◽

Markus Paulus

Keyword(s):

Time Allocation ◽

Time Pressure ◽

Self Regulation ◽

Age Groups ◽

Study Time ◽

Developmental Differences ◽

Developmental Changes ◽

Metacognitive Control ◽

Metacognitive Cues ◽

Study Time Allocation

AbstractThe effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

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