English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Two recent studies have led to discrepant findings regarding students' decisions to mass or space practice of to-be-learned items: Son (2004) reported that participants chose to mass practice of difficult items more than that of easy items, whereas Benjamin and Bird (2006) reported the opposite. To resolve this apparent discrepancy, we had participants study items during an initial trial and then decide whether the next study trial would be massed or spaced. Across three experiments, we systematically varied factors that differed across these studies. In general, the participants more often chose to space than to mass practice, but they did favor massed practice when items were very difficult to learn. Moreover, although previous hypotheses implicated metamemory causes for these effects, the present results indicate that nonmetamemory causes are also responsible, such as using spaced practice as a default and deciding to mass practice for items that had not been fully perceived during an initial study trial.

Toward an understanding of students’ allocation of study time: Why do they decide to mass or space their practice?