Agenda-Based Regulation of Study-Time Allocation

John Dunlosky, Robert Ariel, Keith W. Thiede

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

12 Scopus citations

Abstract

A great deal of learning occurs in contexts where people can regulate their study and hence can control their success. College students may decide to focus on mastering some class materials and to largely ignore others; on the job, doctors may decide how much time to devote to learning about the new advances in their field; and for a hobby like bird watching, an enthusiast can choose how to allocate their time to learning birds' names and their songs. Thus, people's success at learning will be driven in part by how they allocate their study time, which brings us to the main question of this chapter: What drives people's allocation of study time as they are attempting to learn new materials? This question has received much attention since Rose Zack's seminal research in 1961, so to put our current answer in context, we first briefly describe some of the earliest empirical and theoretical work on study-time allocation.

Original languageAmerican English
Title of host publicationConstructions of Remembering and Metacognition
Subtitle of host publicationEssays in Honour of Bruce Whittlesea
Pages182-198
Number of pages17
ISBN (Electronic)9780230305281
DOIs
StatePublished - 2011

EGS Disciplines

  • Curriculum and Instruction
  • Teacher Education and Professional Development

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