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Direct linkToppino, Thomas C.; Cohen, Michael S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
What do learners do when they control whether to engage in massed or spaced practice? According to theories by Son (2004) and by Metcalfe and Kornell (2005), the tendency for learners to choose spaced practice over massed practice should decline as item difficulty becomes greater. Support originally was obtained when pairs containing unfamiliar…
Descriptors: Metacognition, Difficulty Level, Learning Processes, Prediction
