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Does it ever make sense to stop learning earlier? : Factors determining learning termination and its consequences
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Krogulska, Aleksandra (2022) Does it ever make sense to stop learning earlier? : Factors determining learning termination and its consequences. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3912258
Abstract
Learning termination is an example of exercising metamemory control. In experiments described in the thesis, a new experimental paradigm of Murayama et al. (2016) was used. Participants learn a long list(s) of words. In control conditions, they are presented with the entire list, in stop conditions they can stop learning early if they think that this would help them remember more words. In all experiments, participants who terminated learning performed worse in memory tests than those who did not stop. Some individual differences did not influence learning termination – young and older adults decided to stop learning similarly (Chapter 3) – however, there were others that did modify learning termination – people who believed that intelligence is fixed were more reluctant to terminate learning than those who believed that intelligence can be developed by effort (Chapter 7). There were also conditions that intensified the tendency to stop – almost all participants decided to do so in a difficult associative learning task (Chapter 6). However, in some other contexts, the tendency to terminate learning declined: when participants needed to wait for the memory test (Chapter 4) and when participants had a chance to repeat to-be-remembered materials (Chapter 5). In hypothetical studies – where participants predicted whether they would terminate learning based on a task description – some of their predictions were accurate (Chapter 3) but often participants overestimated their tendency to stop (Chapter 4) or underestimated it (Chapter 6). Participants’ decisions to stop can mostly be explained by beliefs that this is a beneficial learning strategy, but the role of effort and a feeling of disfluency during learning cannot be neglected. The results of experiments described in the thesis not only broaden our knowledge about one of the most consequential learning decisions but also have practical implications for educational domains.
Item Type: | Thesis (PhD) | ||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology | ||||
Library of Congress Subject Headings (LCSH): | Learning, Psychology of, Learning strategies, Metacognition, Information overload | ||||
Official Date: | October 2022 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Department of Psychology | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Maylor, Elizabeth A. | ||||
Format of File: | |||||
Extent: | 191 pages : illustrations, charts | ||||
Language: | eng |
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