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

  • Annette Dufresne
  • Akira Kobasigawa


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.


Study Time Metacognitive Knowledge Experimental Child Psychology Study Strategy Study Goal 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer-Verlag New York Inc. 1989

Authors and Affiliations

  • Annette Dufresne
  • Akira Kobasigawa

There are no affiliations available

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