Optimising self-regulated study: The benefits—and costs—of dropping flashcards

  title={Optimising self-regulated study: The benefits—and costs—of dropping flashcards},
  author={N. Kornell and R. Bjork},
  pages={125 - 136}
  • N. Kornell, R. Bjork
  • Published 2008
  • Psychology, Medicine
  • Memory
  • Self-regulation of study activities is a constant in the lives of students—who must decide what to study, when to study, how long to study, and by what method to study. We investigated self-regulation in the context of a common study method: flashcards. In four experiments we examined the basis and effectiveness of a metacognitive strategy adopted almost universally by students: setting aside (dropping) items they think they know. Dropping has a compelling logic—it creates additional… CONTINUE READING
    99 Citations

    Topics from this paper

    How and when do students use flashcards?
    • 96
    • PDF
    Three elements of self-regulated learning: Metacognitive functioning, self-efficacy, and study behavior
    • Highly Influenced
    • PDF
    Learners’ choices and beliefs about self-testing
    • 140
    • PDF
    Self-regulated learning: beliefs, techniques, and illusions.
    • 665
    • PDF
    Metacognitive Unawareness of the Errorful Generation Benefit and Its Effects on Self-Regulated Learning
    • 26
    • PDF
    Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval
    • 63
    • PDF


    Study efficacy and the region of proximal learning framework.
    • N. Kornell, J. Metcalfe
    • Psychology, Medicine
    • Journal of experimental psychology. Learning, memory, and cognition
    • 2006
    • 216
    • PDF
    The promise and perils of self-regulated study
    • 330
    • PDF
    Exploring a mnemonic debiasing account of the underconfidence-with-practice effect.
    • 50
    • PDF
    Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning
    • 872
    • PDF
    A Region of Proximal Learning model of study time allocation
    • 260
    • PDF
    Metacognitive and control strategies in study-time allocation.
    • L. Son, J. Metcalfe
    • Medicine
    • Journal of experimental psychology. Learning, memory, and cognition
    • 2000
    • 379
    • PDF
    The Effect of Overlearning on Long-Term Retention
    • 94
    • PDF