Recall is higher in untimed than timed conditions and for easy than difficult items, with a three-way age-by-condition-by-difficulty interaction driven by adults outperforming 10-year-olds on timed difficult items¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Recall showed main effects of condition (untimed > timed) and difficulty (easy > difficult), and a significant three-way interaction between age group, condition and difficulty. → Gönül 2021
q3 i? The three-way interaction stemmed mainly from adults recalling more than 10-year-olds in the timed condition with difficult items. → Gönül 2021 (2)
Evidence¶
Gönül 2021¶
Gönül, G., Tsalas, N., Paulus, M. (2021). The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09262-y
q3 · i? · causal · r2
GLMM on number of recalled items in the study time allocation experiment (183 participants). Main effects of condition, F(1, 720) = 73.917, p < 0.001, and difficulty, F(1, 720) = 152.745, p < 0.001, were also reported.
"Finally, there was also a significant three-way interaction between age group, condition and difficulty, F(2, 720) = 3.892, p = 0.021."
Gönül 2021 (2)¶
Gönül, G., Tsalas, N., Paulus, M. (2021). The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09262-y
q3 · i? · causal · r2
The article's follow-up of the three-way interaction: in the timed condition with difficult items, adults recalled significantly more items than 10-year-olds, t(720) = 4.994, p < 0.001, and 14-year-olds, t(720) = 3.242, p < 0.001.
"Careful examination of the interaction effects reveal that results mostly based on the dramatic difference between adults and 10-year-olds in the most challenging condition: timed condition with the difficult items."
Discussion¶
Related Claims¶
- Judgments of learning are higher for easy than difficult items at all ages and increase with age, confirming the difficulty manipulation aligned with subjective difficulty — related
- Mild time pressure increases learning efficiency: recall per mean second of study time is higher in the timed than the untimed condition for all age groups — related
- Learning efficiency increases with age, with adults and 14-year-olds more efficient than 10-year-olds, and no age-by-condition interaction — related
- Study time allocation becomes more strategic with age: older learners allocate relatively more time to difficult items, and the easy-difficult allocation gap is larger in the untimed condition — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
recall-age-condition-difficulty-interaction |
title |
Recall is higher in untimed than timed conditions and for easy than difficult items, with a three-way age-by-condition-by-difficulty interaction driven by adults outperforming 10-year-olds on timed difficult items |
description |
Recall is higher in untimed than timed conditions and for easy than difficult items, with a three-way age-by-condition-by-difficulty interaction driven by adults outperforming 10-year-olds on timed difficult items |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — gönül-2021, gönül-2021-2 |
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