In student-regulated instruction, guiding one's study effectively and efficiently is crucial for successful learning. Yet, significant variability exists in how effectively learners regulate their own study. Here, we explored whether and how beliefs about the nature of intelligence affect learners' metacognitive control and ultimately the efficacy…

Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to…

People are often exposed to more information than they can actually remember. Despite this frequent form of information overload, little is known about how much information people choose to remember. Using a novel "stop" paradigm, the current research examined whether and how people choose to stop receiving new--possibly…