Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (3): 285-291.

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The Influence of Difficulty and Value on Senior One Students’Choice of Stop Study, Massed Study and Spaced Study

WEI Fei, LIU Ru-de, HE Yi-li, LIU Lin-shu, WEI Jun   

  1. School of psychology, Beijing Normal University, Beijing 100875
  • Online:2013-05-15 Published:2013-05-15

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Abstract: The purpose of the study was to investigate the influence of the difficult levels and values of the items on learners' choice of stop study, massed study and spaced study. The participants included 50 senior one students. In the study, antonymous and artificial paired-words were adopted as easy and difficult items, which were randomly assigned to different values. A questionnaire was used to investigate the cognition of the students on massed study and spaced study. Results indicated that: (1) Only 44% of the participants reported that spaced study was more effective, and more participants tended to choose massed study rather than spaced study. (2) The recall of difficult items was improved with spaced study. (3) The participants tended to stop studying the easy items, but when the difficulty of the items increased, they were less like to stop studying, especially for the items with higher values; the more difficult the item was, the more tendency to choose spaced study, but it remained unchanged for the choice of massed study.

Key words: massed study, spaced study, stop study, the Region of Proximal Learning

CLC Number: 

  • G442

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