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¶

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 (correctly recalled items divided by mean study time) was higher in the timed condition than the untimed condition, supporting the enhancement hypothesis. → 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 the efficiency rate (correct recalls per mean second) from the same 183-participant experiment. The article reports higher return rates under time pressure; no effect size was printed for this GLMM test.

"There were also significant main effects of condition, F(1, 722) = 84.759, p < 0.001, with higher return rates in timed condition compared to untimed condition."

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
• 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
• Time pressure weakens monitoring-based self-regulation of study time: gamma correlations between judgments of learning and study time are stronger in the untimed than the timed condition — 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