How to foster learning by limiting the response speed

The aim of this research is to analyse the relevance of speed response and its regulation for learning. In order to avoid the biases of self-reports, we used a computerized objective test, The Category Learning Test (CLT). It measures the student’s actual behaviour while completing a learning task....

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Bibliographic Details
Published in:Current psychology (New Brunswick, N.J.) N.J.), 2023-02, Vol.42 (5), p.4272-4285
Main Authors: Casadevante, Cristina, Ortner, Tuulia, Romero, Miriam, Hernández, José Manuel, Santacreu, José
Format: Article
Language:English
Subjects:
Academic achievement
Behavioral Science and Psychology
Cognition & reasoning
Cognitive ability
College students
Learning
Metacognition
Methods
Middle schools
Psychological aspects
Psychology
Questionnaires
Regulation
Self control
Social Sciences
Task analysis
Time management
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Summary:The aim of this research is to analyse the relevance of speed response and its regulation for learning. In order to avoid the biases of self-reports, we used a computerized objective test, The Category Learning Test (CLT). It measures the student’s actual behaviour while completing a learning task. In the first study ( N  = 41), we found that university students that achieved a high learning index performed slower than their mates did ( t (37) = −4.05, p  
ISSN:1046-1310
1936-4733
DOI:10.1007/s12144-021-01784-7