Self-pacing can improve memory performance, but only when appropriate allocation strategies are used. ![]() The advantage of self-pacing was apparent only in subjects who utilized a discrepancy reduction strategy-that is, who allocated more study time to normatively difficult items. The self-pacing group also outperformed a group for which study time was automatically allocated as a function of normative item difficulty (Experiment 2). Here we investigate the consequences of allowing learners to self-pace study of a list of words on later recognition, and show that learners with control of study-time allocation significantly outperformed subjects with no control, even when the total study time was equated between groups (Experiments 1 and 2). Yet few examples exist in which allowing learners to control learning produces higher levels of performance than restricting learners’ control. ![]() ![]() Metacognitive monitoring and control must be accurate and efficient in order to allow self-guided learners to improve their performance.
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