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Children’s Utilization of Study Time: Differential and Sufficient Aspects

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Book cover Cognitive Strategy Research

Abstract

A quote from Bloom (1974) seems a fitting way to begin this chapter: “All learning, whether done in school or elsewhere, requires time.” Thus, from the learner’s perspective, in addition to the need to process information to be learned in some manner, some expenditure of time is also required for learning. We can refer to time, then, as a necessary, but not sufficient, condition for learning to occur. In many situations, a learner has considerable freedom in terms of spending time for learning activities; for example, whether to spend time studying for a test, how long to study, what material to spend the most time on. It is our goal in this chapter to examine some of the key processes involved in children’s utilization of time for studying and to suggest some promising directions for future research.

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Authors
  1. Annette Dufresne
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  2. Akira Kobasigawa
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Editor information

Editors and Affiliations

  1. College of Education, Department of Educational Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Christine B. McCormick

  2. Department of Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Gloria E. Miller

  3. Department of Psychology, The University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

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© 1989 Springer-Verlag New York Inc.

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Dufresne, A., Kobasigawa, A. (1989). Children’s Utilization of Study Time: Differential and Sufficient Aspects. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_3

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  • DOI: https://doi.org/10.1007/978-1-4613-8838-8_3

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-8840-1

  • Online ISBN: 978-1-4613-8838-8

  • eBook Packages: Springer Book Archive

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