Metacognitive and control strategies in study-time allocation.

This article investigates how people's metacognitive judgments influence subsequent studytime-allocation strategies.The authors present a comprehensive literature review indicating that people allocate more study time to.judged-difficultthan to judged-easy items--consistent with extant models of study-time allocation.However, typically, the materials were short, and participants had ample time for study.In contrast, in Experiment 1, when participants had insufficient time to study, they allocated more time to the judged-easy items than to the judged-difficult items, especially when expecting a test.In Experiment 2, when the materials were shorter, people allocated more study time to the judged-difficuR materials.In Experiment 3, under high time pressure, people preferred studying judged-easy sonnets; under moderate time pressure, they showed no preference, These results provide new evidence against extant theories of study-time allocation.The issue of how people use their metacognitive judgments about what they know and how well they know it to take control over their own learning is of primary concern in this article.The fact that in many situations people have relatively accurate metacognitions is well documented (Brown,