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-0.7
Unconditionalized Gammas Conditionalized Gammas
Moderate Pressure
UHlgh Pressure
Figure 4. Experiment 3 gamma correlations between ease-of-learaing judgments and study time,
either unconditionalized or conditionalized on the items that were selected for study.
METAC0GN1TIVE CONTROL AND STUDY-TIME ALLOCATION 217
We found no change in this pattern when we conditional-
ized on the chosen sonnets and eliminated the sonnets that
the person was studying when time ran out. The mean
number of sonnets entering this conditionalized analysis in
the high-pressure group was 5.36 and in the moderate-
pressure group was 7.71. People in the high-pressure group
allocated more study time to sonnets judged as easy
(G = .46), f(13) = 4.79, SE = .10, whereas people in the
moderate-pressure group did not allocate more time specifi-
cally to judged-difficult or easy sonnets (G = .04). Neither
of these two results support Thiede's and Dunlosky's theory.
As in the unconditionalized analyses, the two group's
studying strategies were significantly different from each
other, f(13) = 2.93, SE = 0.14. Both the unconditionalized
and conditionalized results are shown in Figure 4.
As in the previous experiment, the gamma correlations
between EOLs and selection order showed no differences
between groups (.13 for the moderate-pressure group and
.18 for the high-pressure group). However, the combined
mean gamma correlation was significantly greater than zero,
G = .15, t(21) = 2.91, SE = 0.05, indicating that people
selected the judged-easy haikus earlier.
Cognitive Resource Allocation Based on JOls
The judged-easy sonnets were also judged to be more
interesting, G = .24, *(27) = 3.81, SE = 0.06. Both groups
devoted more study time to the judged-interesting sonnets;
the gamma was significantly different from zero, t{27) =
2.30, SE = 0.05, as is shown in Figure 2.
Discussion
The results of Experiment 3 suggest an interpretation of
the differences we found between Experiments 1 and 2. In
Experiment 1, participants may have perceived themselves
to be under extremely high time pressure. Under such
circumstances, they tended to allocate study time to the
judged-easy items. In Experiment 2, though, because they
had time to at least read all of the materials, they may have
perceived themselves to be under lower time pressure, in
which case the usual finding resulted: They preferentially
allocated study time to the judged-difficult items. Consistent
with this conjecture, in Experiment 3, participants in the
high-pressure condition allocated more study time to the
judged-easy items, whereas when the time pressure was
lessened in the moderate-pressure condition, so too was
people's tendency to allocate their time to the judged-easy
items.
Although we prefer this interpretation of our results, there
is also a possibility that under conditions of low time
pressure, people's study strategies become less discriminate
and more noisy and hence tend toward a zero correlation.
This alternate hypothesis cannot be refuted from our data,
and there are two studies (Mazzoni & Cornoldi, 1993,
Experiment 5; Nelson & Leonesio, 1988) that attained
correlations in the opposite direction from ours in the high
pressure condition, which reported that under lower time
pressure the correlations were closer to zero. Hence, these
two studies are consistent with the alternate interpretation of
our results, rather than with our preferred interpretation.
However, the conditions in these two experiments were
quite different from those in Experiment 3. In a fact-learning
experiment, Mazzoni and Cornoldi (1993) gave participants
either 15 s per item or 60 s per item. They found that the high
time pressure group preferentially allocated more time to the
judged-difficult items than did the low time pressure group,
which had a correlation close to zero. Their study differs
from ours insofar as they allowed no trade-off across
itemsthe participant had the full amount of time (either 15
s or 60 s) to use on each item and could not allocate the
saved time to help performance on other items. Also, the
materials were simple statements, and perhaps participants,
realizing that they had more time than they could possibly
use in the 60-s condition, became unstrategic and inatten-
tiveaccounting for the lack of performance differences in
the two conditions, despite the differences in study time.
Nelson and Leonesio (1988, Experiment 3) found a small
difference in study time allocated to each item as a function
of instructions that emphasized either speed or accuracy.
They found that under the speeded (high pressure) condi-
tions, people showed a greater tendency to allocate time to
the more difficult items than they did under the less
time-pressured accuracy conditions, in which the correlation
tended to zero. However, again, they were not investigating
a situation in which time saved on one item could be used,
strategically, on another. The overall time frame was also
much shorter than that in our studies. The materials were
one-sentence fact questions, to which a one-word answer
was to be learned. Finally, the direction of the strategic
study-time allocation shown in the high-pressure condition
was opposite to that in our high-pressure condition.
In our experiment, people under time pressure allocated
their study time to the easy items, not those that were
perceived to be difficult. They did this less, though, when
they had more time, overall, to study. Presumably their
reason for this choice of strategy was that they wanted to
consolidate those items that, with the least effort, they would
be relatively sure of having mastered for the test. It was
probably the easy items that required some, but not much,
effort to master that would provide the highest payoff at the
smallest cost, in terms of test performance. This strategy,
then, would allow people to optimize test performance,
given the amount of study time allowed. In summary, then,
people may have realized that there were diminishing
returns per unit study time as a function of the difficulty of
the items being studied. Thus, under pressure, they chose the
easy pickings.
General Discussion
The most important new finding in the three experiments
presented here was that people do not always allocate their
study time to items that are judged as difficult; they
sometimes devote their time to the items judged to be easy.
This result contradicts the results of all 46 previous experi-
218 SON AND METCALFE
mental conditions in the literature, 35 of which indicate that
people study judged-difficult items preferentially, and 11 of
which are indeterminate. Furthermore, it disconfirms all
existing models of study-time allocation (Dunlosky &
Hertzog, 1998; Nelson & Narens, 1990, 1994; Thiede &
Dunlosky, 1999), particularly the well-accepted discrepancy-
reduction model, which states that people will preferentially
study what they find most difficult or most unlearned. Like
Thiede and Dunlosky (1999), we sometimes found that
people chose to study the easier items earlier, but, unlike
Thiede and Dunlosky, we found that even when we only
considered those items that people chose to study, people
still tended, in some situations, to devote more study time to
the easy items. Although the addition of a high-level
selection process was evoked to reconcile Thiede and
Dunlosky's data with the discrepancy-reduction models, it is
insufficient to account for our results. Our data are irreconcil-
able with the models; people seem to use the discrepancy-
reduction mechanism only under particular very circum-
scribed conditions.
We are not suggesting that people do not use their
metacognitive knowledge to control learning. Our data were
systematic, indicating that people were behaving strategi-
cally. They were just not systematic in the direction shown
by previous research. Our results, then, suggest that people
may use their metaknowledge in a rather different and
perhaps more strategic way than past research would
suggest.
First, time pressure appears to be a factor in deciding
which items to study. It was shown here that when under
high time pressure, people allocated more study time to the
judged-easy items, whereas when under lower time pressure,
they turned more to the judged-difficult items. Although the
finding that people, sometimes, devote their study time to
the easy items contradicts the predictions made by current
discrepancy-reduction models, the variation with time pres-
sure, in and of itself, does not conflict with the central
intuition of the theory, namely, that it takes more time to
learn the difficult items. Indeed, the result suggests that
people know this very well and realize that because it takes
more time to learn the difficult items, there may be situations
in which time spent on those items would be wasted or
inefficient. With a severely restricted amount of time avail-
able, they should concentrate on those items that are
expected to have the highest payoff in terras of test
performance and the smallest cost in terms of time spent.
Second, study-time allocation was influenced by learning
goals. In both experiments, we can compare the correlations
when people were studying for a test to when they were free
reading. In both experiments, the difference between condi-
tions was in the direction favoring the easier items when
they were free reading and the more difficult items when
they were studying for a test, regardless of the overall level
of the correlations. So, in Experiment 1, the correlation
between EOLs and study time was positive for the free-
reading group and less positive for the study-for-test group.
In Experiment 2, the correlation was approximately zero
when free-reading and negative when studying for a test.
This suggests that when free-reading, people prefer the
easier items, but when studying for a test, they sacrifice this
preference and attend more to the difficult items.
Finally, we found that EOLs were not the only factor
influencing study-time allocation; people also studied accord-
ing to their interest. In all three experiments, people chose to
allocate more study time to materials judged as interesting.
And, in general, people performed better on the judged-
interesting materials. Hot-system motivational factors (Met-
calfe & Mischel, 1999) such as interest value have often
been ignored in cognitive studies of learning (cf. Berlyne,
1978), but it seems clear that in the real world, as well as in
our experiments, they may have a potent, but as yet poorly
charted, effect.
The results of these experiments indicate that past theories
about the manner in which people allocate their study time
are too simple. Because these are the first studies to show
that the consensus of past literature is limited to certain very
circumscribed conditions, there are necessarily a number of
unresolved questions that will need to be intensively and
systematically investigated before all of the implications of
this line of research are understood. Research on the effects
and boundary conditions of each of the parameters that we
investigated need to be detailed. It also seems likely that
other important determinants of strategic study-time-
allocation may wait undiscovered. Until parametric investi-
gations of these variables, under different circumstances of
learning and under different motivational sets, have been
conducted, it would be premature to suggest a formal theory.
However, what these data do suggest is that people may use
their metacognitions in a much more strategic and situation-
sensitive manner than was previously known. Clearly, given
the importance of people's metacognitively guided strate-
gies in allowing them to take control over their own
learning, these new results deserve intensive follow-up.
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Received November 23,1998
Revision received July 14,1999
Accepted August 4,1999