While individualized learning strategies typically provide large amounts of instructional support, they also reply heavily on learner judgement to determine the amount of support required to achieve an objective. Frequently, these strategies result in high achievers selecting too much support and low achievers selecting too little. Interest in…

This paper presents a general framework for the process of answering questions from memory. The focus is primarily on verification and recognition tasks. Six experiments support the assumptions of the proposed framework. The experiments are designed to address the following categories of inquiry: (1) Can we adjust our strategy preference to mirror…