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Study time is frequently positively associated with memory performance (e.g., d’Ydewalle, Swerts, & Corte, 1983), a principle known as the total time hypothesis (first reported by Ebbinghaus, 1885). When provided with a finite amount of study material, students who study longer score better on tests (Cooper & Pantle, 1967). As a result, study time and academic success are often considered complementary (Karpicke, Butler, & Roediger, 2009; Kornell & Bjork, 2007; Landrum, Turrisi, & Brandel, 2006). In a series of studies observing junior high, high school, and undergraduate students, Christopoulos, Rohwer, and Thomas (1987) and Dellucchi, Rohwer, and Thomas (1987) found that study time increased with grade level. This increase in study time was attributed to an increase in the workload demands of classwork at higher grade levels (Christopoulos et al., 1987). Alternatively, in a similar set of studies, Curley, Estrin, Thomas, & Rohwer (1983) and Thomas, Iventosch, and Rohwer (1987) suggested that changes in study time can be attributed to the demands and characteristics of the coursework. In an effort to explore the effects of coursework on study time, d’Ydewalle et al. (1983) found that students who were anticipating a more difficult test studied longer, and might have used more elaborative study strategies. Additionally, the students expecting a more difficult test performed better, regardless of the actual difficulty of the test (d’Ydewalle et al., 1983). These findings, in ABSTRACT. Increased study time is associated with improved memory. Students tend to use study time as a benchmark for gauging how prepared they are for a test. While studying, students tend to rely on rote memorization. This has led to students using judgments of processing fluency to determine their level of understanding for the study material. Elaboration, or active learning, is also associated with improved memory. The effects of elaboration appear to be confounded with study time. Two experiments were conducted to disentangle the effects of study time and study strategy on test performance. For both experiments, participants read an article, were randomly assigned to study elaboration or memorization flashcards, and took a test. In Experiment 1, study time was not controlled. Experiment 2 followed the same procedure as Experiment 1 except participants were randomly assigned to study for 7.5 or 15 minutes. For Experiment 1, the elaboration group studied longer (they had more to study), but were actually more efficient than the memorization group. The elaboration and memorization groups scored better on the test than the control group. For Experiment 2, the extended study condition scored better than the brief study condition, and the elaboration condition scored better than the memorization condition. There was no interaction between the study time and study strategy conditions. These findings suggest that study time and study strategy act independently to affect test performance.

Disentangling the Effects of Study Time and Study Strategy on Undergraduate Test Performance