Learning and Well-Being Goals Shape Study Time Allocation to Retrieval Practice (Poster 39)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

Retrieval practice enhances long-term retention of studied materials but can trigger negative emotions. This study examined how the goals of emotional well-being and successful learning sometimes compete and influence retrieval practice use. Participants engaged in retrieval and study practice in a word-learning task, then read a scenario about a student learning word pairs with different goals: either to maximize learning or to safeguard emotional well-being. Participants allocated time to retrieval and study practice based on these goals. Results showed that prioritizing learning led to more time towards retrieval practice than prioritizing emotional well-being. Most participants perceived retrieval practice as more effective but more likely to cause anxiety and frustration. These findings demonstrate how cognitive and emotional goals shape learning strategies.

Authors

• Lan Anh Do, Tufts University

• Ayanna K. Thomas, Tufts University