Learning efficiency increases with age, with adults and 14-year-olds more efficient than 10-year-olds, and no age-by-condition interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Efficiency showed a main effect of age group: adults and 14-year-olds each exceeded 10-year-olds, but adults did not differ from 14-year-olds; the age group by condition interaction was not significant. → Gönül 2021

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 efficiency from the study time allocation experiment. The best-fit model also included a nonsignificant age group by condition interaction, F(2, 722) = 1.982, p = 0.139, suggesting time pressure affected efficiency similarly in all age groups.

"There was a significant main effect of age group, F(2, 722) = 10.147, p < 0.001. Adults had significantly higher return rate than 10-year olds, t(722) = 4.055, p < 0.001, but not than 14-year olds, p = 0.120. However, 14-year olds had significantly higher return rate than 10-year olds, t(722) = 2.847, p = 0.009."

Discussion¶

Related Claims¶

• 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 — related
• Self-regulation of study time increases with age: adults exceed 14-year-olds, who exceed 10-year-olds, though self-regulation is already established at age 10 — related
• 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
• 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