We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Disentangling the Effects of Study Time and Study Strategy on Undergraduate Test Performance.
- Authors
Cole, Zachary J.; Butler, Darrell L.
- Abstract
Increased study time is associated with improved memory. Students tend to use study time as a benchmark for gauging how prepared they are for a test. While studying, students tend to rely on rote memorization. This has led to students using judgments of processing fluency to determine their level of understanding for the study material. Elaboration, or active learning, is also associated with improved memory. The effects of elaboration appear to be confounded with study time. Two experiments were conducted to disentangle the effects of study time and study strategy on test performance. For both experiments, participants read an article, were randomly assigned to study elaboration or memorization flashcards, and took a test. In Experiment 1, study time was not controlled. Experiment 2 followed the same procedure as Experiment 1 except participants were randomly assigned to study for 7.5 or 15 minutes. For Experiment 1, the elaboration group studied longer (they had more to study), but were actually more efficient than the memorization group. The elaboration and memorization groups scored better on the test than the control group. For Experiment 2, the extended study condition scored better than the brief study condition, and the elaboration condition scored better than the memorization condition. There was no interaction between the study time and study strategy conditions. These findings suggest that study time and study strategy' act independently to affect test performance.
- Subjects
MEMORIZATION; ACTIVE learning; FLUENCY (Language learning); TIME management; UNDERGRADUATES
- Publication
Psi Chi Journal of Psychological Research, 2020, Vol 25, Issue 2, p110
- ISSN
2164-8204
- Publication type
Article
- DOI
10.24839/2325-7342.jn25.2.110