Adaptive learning and the allocation of time

Adaptive Behavior

Volumn 18, Issue 2, 2010, Pages 132-140

  Son, Lisa K ^a   Sethi, Rajiv ^a  

^a USA   (United States)

Author keywords

Adaptive learning; Optimality; Time allocation

Indexed keywords

EID: 77951585953     PISSN: 10597123     EISSN: 17412633     Source Type: Journal    
DOI: 10.1177/1059712309344776     Document Type: Article

References (18)

1. Anderson, J.R., & Schooler, L.J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396- 408.
2. Atkinson, R.C. (1972). Optimizing the learning of a second-language vocabulary. Journal of Experimental Psychology, 96, 124-129.
3. Fischer, K.W., & Pipp, S.L. (1984). Processes of cognitive development: Optimal level and skill acquisition. In R. J. Steinberg (Ed.), Mechanisms of cognitive development (pp. 45-80). San Francisco: Freeman.
4. Frey, P.W., & Sears, R.J. (1978). Models of conditioning incorporating the Rescorla-Wagner associative axiom, a dynamic attention process, and a catastrophe rule. Psychological Review, 85, 321-340.
5. Klopf, A.H. (1988). A neuronal model of classical conditioning. Psychobiology, 16, 85-125.
6. Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, & Cognition, 32, 609- 622.
7. Mazzoni, G., Cornoldi, C., & Marchitelli, G. (1990). Do memorability ratings affect study-time allocation? Memory & Cognition, 18, 196-204.
8. Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530-542.
9. Metcalfe, J., Kornell, N., & Son, L.K. (2007). A cognitive-science based program to enhance study efficacy in a high and low-risk setting. European Journal of Cognitive Psychology, 19, 743-768.
10. Nelson, T.O., & Leonesio, R.J. (1988). Allocation of self-paced study time and the labor-in-vain effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 676-686.
11. Newell, K.M., Liu, Y.T., & Mayer-Kress, G. (2001). Time scales in motor learning and development. Psychological Review, 108, 57-82.
12. Noble, C.E. (1957). The length-difficulty relationship in compound trial-and-error learning. Journal of Experimental Psychology, 55, 246-252.
13. Pavlik, P.I., & Anderson, J.R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29, 559-586.
14. Rice, M.L., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412-1431.
15. Ritter, F.E., & Schooler, L.J. (2001). The learning curve. In W. Kintch, N. Smelser, P. Baltes, (Eds.), International Encyclopedia of the Social & Behavioral Sciences. Oxford, UK: Pergamon. 8602-8605.
16. Son, L.K., & Kornell, N. (2008). Research on the allocation of study time: Key studies from 1890 to the present (and beyond). In J. Dunlosky & R. A. Bjork (Eds.), A handbook of memory and metamemory (pp. 333-351). Hillsdale, NJ: Psychology Press.
17. Son, L., & Sethi, R. (2006). Metacognitive control and optimal learning. Cognitive Science, 30, 759-774.
18. Thiede, K.T., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1024- 1037.