A Region of Proximal Learning model of study time allocation

By Janet Metcalfe, Nate Kornell. 2005

119 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, General Decision Sciences

View Paper: https://www.semanticscholar.org/paper/43d5b713f31d3396c2344f290b9c8626bac059ef

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Citations in the corpus

Improving self-monitoring and self-regulation: From cognitive psychology to the classroom (2012, background): “A competing hypothesis, the region of proximal learning account (Kornell & Metcalfe, 2006; Metcalfe, 2002; Metcalfe & Kornell, 2005), posits that students have adaptive strategies when regulating learning, and will for example allocate their attentional resources to studying the easiest parts or…”
Metacognition and control of study choice in children (2013, methodology): “…learning have been proposed: The Discrepancy Reduction model (Dunlosky and Hertzog 1998; and see, Dunlosky and Thiede 1998; Thiede 1999) and the Region of Proximal Learning model (Metcalfe 2002; Metcalfe and Kornell 2003, 2005, which draws on Atkinson 1972; Berlyne 1978; Hebb 1949; Vygotsky 1987).”
Enhanced Memory as a Common Effect of Active Learning (2016, background): “A number of studies have shown that this active control of study leads to better memory performance than when study time is randomly allocated or dictated by another person (Kornell & Metcalfe, 2006; Metcalfe & Kornell, 2005; Tullis & Benjamin, 2011).”
A Critical Review of Research on Student Self-Assessment (2019, background): “First, if students have a chance to practice retrieval prior to restudying items, they almost exclusively choose to restudy unrecalled items and drop the previously recalled items from restudy (Metcalfe and Kornell, 2005).”
Repeated retrieval during learning is the key to long-term retention (2007, background): “…will allocate more study time to items given lower judgments of learning (e.g., Nelson & Leonesio, 1988; Nelson, Dunlosky, Graf, & Narens, 1994; Mazzoni & Cornoldi, 1993), although some exceptions to this general pattern exist (e.g., Metcalfe & Kornell, 2003, 2005; Thiede & Dunlosky, 1999).”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “Studies that were retained in the metacognition pool dealt broadly with academics whether in school (e.g., Jacobs 2004) or out of school (e.g., Metcalfe and Kornell 2005).”