Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice

摘要: How do learners make decisions about how, what, and when to study, why are their sometimes ineffective for learning? In three studies, experienced a pair of contrasting study strategies (Study 1: interleaved vs. blocked schedule; Studies 2 & 3: retrieval practice restudy) rated perceptions each strategy before choosing one future use. all mediation analysis revealed that participants who perceived as more effortful it less effective learning and, in turn, were likely choose study. Further, the was associated with better long-term retention 3), contrary participants' judgments. A final fourth suggested these relationships not driven by mere act providing ratings. Our results thus support misinterpreted-effort hypothesis which mental effort many normatively (desirable difficulties; Bjork Bjork, 1992) leads misinterpret them consequently employ self- regulated learning.