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ERIC Number: EJ860036
Record Type: Journal
Publication Date: 2009-Sep
Pages: 6
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0278-7393
Attributing Study Effort to Data-Driven and Goal-Driven Effects: Implications for Metacognitive Judgments
Koriat, Asher; Nussinson, Ravit
Journal of Experimental Psychology: Learning, Memory, and Cognition, v35 n5 p1338-1343 Sep 2009
In self-paced learning, when the regulation of effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When it is data driven (i.e., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat, Ma'ayan, & Nussinson, 2006). Because the amount of effort invested in different items is conjointly determined by data-driven and goal-driven regulation, an attribution process must be postulated in which variations in effort are attributed by the learner to data-driven or goal-driven regulation before the implications for metacognitive judgments are determined. To support the reality of this process, the authors asked learners to adopt a facial expression that creates a feeling of effort and induced them to attribute that effort either to data-driven or to goal-driven regulation. This manipulation was found to determine the direction in which experienced effort affected metacognitive judgment. (Contains 1 table, 1 figure, and 1 footnote.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel