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Direct linkSon, Lisa K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored. That is, they were forced…
Descriptors: Metacognition, Elementary School Students, Associative Learning, Psychology
