Agenda-based regulation of study-time allocation: When agendas override item-based monitoring.

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  • Author(s): Ariel, Robert. Psychology Department, Kent State University, Kent, OH, US; Dunlosky, John. Psychology Department, Kent State University, Kent, OH, US, Dunlosky, John. Psychology Department, Kent State University, Kent, OH, US, ; Bailey, Heather. Psychology Department, Kent State University, Kent, OH, US
  • Source:
    Journal of Experimental Psychology: General, Vol 138(3), Aug, 2009. pp. 432-447.
  • Publisher:
    US : American Psychological Association
  • Language:
    English
  • Document Type:
    Journal Article
  • Publication Type:
    Journal; Peer Reviewed Journal
  • Additional Information
    • Address:
      Dunlosky, John, Psychology Department, Kent State University, Kent, OH, US, 44242, jdunlosk@kent.edu
    • Source:
      J Exp Psychol Gen
    • Source:
      Journal of Experimental Psychology
    • Other Publishers:
      US : Psychological Review Company
    • ISSN:
      0096-3445 (Print)
      1939-2222 (Electronic)
    • Keywords:
      study-time allocation, metacognition, agenda-based regulation, planning, item difficulty, self-regulated study
    • Abstract:
      Theories of self-regulated study assume that learners monitor item difficulty when making decisions about which items to select for study. To complement such theories, the authors propose an agenda-based regulation (ABR) model in which learners’ study decisions are guided by an agenda that learners develop to prioritize items for study, given their goals and task constraints. Across 4 experiments, the authors orthogonally manipulated 1 task constraint—the reward structure of the task—with objective item difficulty, so that learners could use either item difficulty or potential reward in deciding how to allocate their study time. Learners studied items, were tested, and then selected half the items for restudy. As predicted by the ABR model, reward structure drove item selection more than did item difficulty, which demonstrates learners’ agendas can override the effects of monitoring item difficulty in the allocation of study time. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
    • Subject Terms:
    • Subject Terms:
      Attention; Choice Behavior; Culture; Decision Making; Humans; Memory, Short-Term; Mental Recall; Motivation; Paired-Associate Learning; Serial Learning; Time Perception
    • PsycINFO Classification:
      Cognitive Processes (2340)
    • Population:
      Human
    • Location:
      US
    • Age Group:
      Adulthood (18 yrs & older)
    • Methodology:
      Empirical Study; Quantitative Study
    • Physical Description:
      Electronic
    • Publication Date:
      Accepted: Feb 23, 2009; Revised: Feb 20, 2009; First Submitted: Aug 26, 2008
    • Publication Date:
      20090803
    • Copyright:
      American Psychological Association. 2009
    • Accession Number:
      http://dx.doi.org/10.1037/a0015928
    • Accession Number:
      19653800
    • Accession Number:
      xge-138-3-432
    • Accession Number:
      2009-11328-008
    • Number of Citations in Source:
      53
  • Citations
    • ABNT:
      ARIEL, R.; DUNLOSKY, J.; BAILEY, H. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, [s. l.], v. 138, n. 3, p. 432–447, 2009. DOI 10.1037/a0015928. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pdh&AN=2009-11328-008. Acesso em: 4 dez. 2020.
    • AMA:
      Ariel R, Dunlosky J, Bailey H. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General. 2009;138(3):432-447. doi:10.1037/a0015928
    • APA:
      Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138(3), 432–447. https://doi.org/10.1037/a0015928
    • Chicago/Turabian: Author-Date:
      Ariel, Robert, John Dunlosky, and Heather Bailey. 2009. “Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring.” Journal of Experimental Psychology: General 138 (3): 432–47. doi:10.1037/a0015928.
    • Harvard:
      Ariel, R., Dunlosky, J. and Bailey, H. (2009) ‘Agenda-based regulation of study-time allocation: When agendas override item-based monitoring’, Journal of Experimental Psychology: General, 138(3), pp. 432–447. doi: 10.1037/a0015928.
    • Harvard: Australian:
      Ariel, R, Dunlosky, J & Bailey, H 2009, ‘Agenda-based regulation of study-time allocation: When agendas override item-based monitoring’, Journal of Experimental Psychology: General, vol. 138, no. 3, pp. 432–447, viewed 4 December 2020, .
    • MLA:
      Ariel, Robert, et al. “Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring.” Journal of Experimental Psychology: General, vol. 138, no. 3, Aug. 2009, pp. 432–447. EBSCOhost, doi:10.1037/a0015928.
    • Chicago/Turabian: Humanities:
      Ariel, Robert, John Dunlosky, and Heather Bailey. “Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring.” Journal of Experimental Psychology: General 138, no. 3 (August 2009): 432–47. doi:10.1037/a0015928.
    • Vancouver/ICMJE:
      Ariel R, Dunlosky J, Bailey H. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General [Internet]. 2009 Aug [cited 2020 Dec 4];138(3):432–47. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pdh&AN=2009-11328-008