Many researchers examining mnemonics and effective study strategies have used individual words or word pairs as stimuli. Using relatively simple stimuli does have advantages, but the cognitive processes involved when studying more complex materials (e.g., prose materials) may differ. The present study examined whether type of study strategy (i.e., massed versus spaced) and test delay (i.e., immediate versus two-day) can influence text comprehension and metacognitive accuracy. Participants read six different texts, either in massed or spaced fashion, and received either an immediate or delayed test after reading each text three times. Text comprehension scores were always better for immediate tests. Contrary to predictions, the interaction between study and test conditions was not significant. Participants were increasingly confident of their learning after each rereading, where the massed studying had greater overconfidence compared with spaced studying. The delayed testing condition also produced greater overconfidence compared with the immediate testing condition.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/01M, Masters Abstracts International|
|Subjects:||Educational psychology, Cognitive psychology|
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