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Direct linkTullis, Jonathan G.; Benjamin, Aaron S. – Journal of Memory and Language, 2011
Metacognitive monitoring and control must be accurate and efficient in order to allow self-guided learners to improve their performance. Yet few examples exist in which allowing learners to control learning produces higher levels of performance than restricting learners' control. Here we investigate the consequences of allowing learners to…
Descriptors: Study Habits, Pacing, Time Management, Learning Strategies
