In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance.

Additional Metadata
Keywords Metacognitive control, Multitrial learning, Self-pacing, Study time allocation
Persistent URL dx.doi.org/10.1037/xlm0000046, hdl.handle.net/1765/86069
Journal Journal of Experimental Psychology: Learning, Memory, and Cognition
Citation
de Jonge, M, Tabbers, H.K, Pecher, D, Jang, Y, & Zeelenberg, R. (2015). The efficacy of self-paced study in multitrial learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(3), 851–858. doi:10.1037/xlm0000046