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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, T.H. (1980). Study strategies and adjunct aids. In R.J. Spiro, B.C. Bruce, & W.F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 483–502 ). Hillsdale, NJ: Erlbaum & Associates.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bender, P.S. (1983). Resource management: An alternative view of the management process. New York: John Wiley & Sons.
Bisanz, G.L., Vesonder, G.T., & Voss, J.F. (1978). Knowledge of one’s own responding and the relation of such knowledge to learning: A developmental study. Journal of Experimental Child Psychology, 25, 116–128.
Bloom, B.S. (1974). Time and learning. American Psychologist, 29, 682–688.
Brown, A.L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology, Vol. I (pp. 77–165 ) Hillsdale, NJ: Erlbaum & Associates.
Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering and understanding. In J.H. Flavell & E.M. Markman (Eds.), P.H. Mussen (Series Ed.), Handbook of child psychology 4th ed. Cognitive development, Vol. 3 (pp. 77–166 ). New York: John Wiley & Sons.
Brown, A.L., Campione, J.C., & Barclay, C.R. (1979). Training self-checking routines for estimating test readiness: Generalizing from list learning to prose recall. Child Development, 50, 501–512.
Brown, A.L., & Smiley, S.S. (1977). Rating the importance of structural units of prose passages: A problem of metacognitive development. Child Development, 48, 1–8.
Brown, A.L., & Smiley, S.S. (1978). The development of strategies for studying texts. Child Development, 49, 1076–1088.
Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723–733.
Dufresne, A., & Kobasigawa, A. (in press). Children’s spontaneous allocation of study time: differential and sufficient aspects. Journal of Experimental Child Psychology.
Dufresne, A., & Kobasigawa, A. (1987). [Allocating study time: How to distribute study time and how to terminate studying]. Unpublished raw data.
Dufresne, A., & Kobasigawa, A. (1988). Developmental differences in children’s spontaneous allocation of study time. Journal of Genetic Psychology, 149, 87–92.
Dweck, C.S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom. III. An experimental analysis. Developmental Psychology, 14, 268–276.
Dweck, C.S., & Elliott, E.S. (1983). Achievement motivation. In E.M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development, Vol. 4 (pp. 643–691. New York: John Wiley & Sons.
D’Ydewalle, G., Swerts, A., & De Corte, E. (1983). Study time and test performance as a function of test expectations. Contemporary Educational Psychology, 8, 55–67.
Fisher, CW., & Berliner, D.C. (Eds.). (1985). Perspectives on instructional time. New York: Longman.
Flavell, J.H. (1977). Cognitive Development. Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Flavell, J.H., Friedrichs, A.G., & Hoyt, J.D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324–340.
Gettinger, M. (1984). Achievement as a function of time spent in learning and time needed to learn. American Educational Research Journal, 21, 617–628.
Gettinger, M. (1985). Time allocated and time spent relative to time needed for learning as determinants of achievement. Journal of Educational Psychology, 77, 3–11.
Ghatala, E.S., Foorman, B.R., Levin, J.R., & Pressley, M. (in press). Improving children’s regulation of their reading PREP time. Contemporary Educational Psychology.
Hunter-Blanks, P., Ghatala, E.S., Pressley, M., & Levin, J.R. (1988) A comparison of monitoring during study and during testing on a sentence-learning task. Journal of Educational Psychology, 80, 279–283.
Kobasigawa, A., Chouinard, M.A., & Dufresne, A. (1988). Characteristics of study-notes prepared by elementary school children: Relevancy and efficiency. Alberta Journal of Educational Research, 34, 18–29.
Kreutzer, M.A., Leonard, C., & Flavell, J.H. (1975). An interview study of children’s knowledge about memory. Monographs of the Society for Research in Child Development, 40 (1, Serial No. 150).
Leal, L., Crays, N., & Moely, B.E. (1985). Training children to use a self-monitoring study strategy in preparation for recall: Maintenance and generalization effects. Child Development, 56, 643–653.
Maehr, M. (1983). On doing well in science: Why Johnny no longer excels; why Sarah never did. In S. Paris, G. Olson, & H.W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 179–210 ). Hillsdale, NJ: Erlbaum & Associates.
Masur, E.E, McIntyre, CW, & Flavell, J.H. (1973). Developmental changes in apportionment of study time among items in a multitrial free recall task. Journal of Experimental Child Psychology, 15, 237–246.
Miller, P.H., Haynes, V.E, DeMarie-Dreblow, D., & Woody-Ramsey, J. (1986). Children’s strategies for gathering information in three tasks. Child Development, 57, 1429–1439.
Miller, P.H., & Weiss, M.G. (1981). Children’s attention allocation, understanding of attention, and performance on the incidental learning task. Child Development, 52, 1183–1190.
Morgan, M. (1985). Self-monitoring of attained subgoals in private study. Journal of Educational Psychology, 77, 623–630.
Neimark, E., Slotnick, N.S., & Ulrich, T (1971). Development of memorization strategies. Developmental Psychology, 5, 472–432.
Oerter, R. (1981). Cognitive socialization during adolescence. International Journal of Behavioral Development, 4, 61–76.
Owings, P.A., Petersen, G.A., Bransford, J.D., Morris, C.D., & Stein, B.S. (1980). Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders. Journal of Educational Psychology, 72, 250–256.
Pressley, M., Goodchild, E, Fleet, J., Zajchowski, R., & Evans, E.D. (1989). The challenges of classroom strategy instruction. Elementary School Journal, 89, 301–342.
Pressley, M., Levin, J.R., Ghatala, E.S., & Ahmad, M. (1987). Test monitoring in young grade school children. Journal of Experimental Child Psychology, 43, 96–111.
Pressley, M., Snyder, B.L., Levin, J.R., Murray, H.G., & Ghatala, E.S. (1987). Perceived readiness for examination performance (PREP) produced by initial reading of text and text containing adjunct questions. Reading Research Quarterly, 22, 219–236.
Rohwer, W.M. (1984). An invitation to an educational psychology of studying. Educational Psychologist, 19, 1–14.
Schunk, D.H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 848–857.
Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 9, 11–16.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1989 Springer-Verlag New York Inc.
About this chapter
Cite this chapter
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
Download citation
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