Examining adaptations in study time allocation and re-study selection as a function of expected test format: Do individuals make advantageous decisions
Previous literature suggests learners can adjust their encoding strategies to match the demands of the expected test format. However, it is unclear whether other forms of metacognitive control, namely, study time allocation and re-study selection, are also sensitive to expected test format. Across four experiments we examined whether individuals adjust their allocation of study time (Experiment 1) and re-study selections (Experiments 2a and 2b) when expecting a forced-choice recognition (a relatively easy test format) as compared to a cued-recall test (a relatively difficult test format), and whether the re-study decisions made by individuals were efficacious (Experiment 3). Counter to our predictions, participants’ allocation of study time and re-study selections did not differ across test formats. Interestingly however, although honouring learners’ re-study decisions benefitted cued-recall performance, no such benefit was observed for forced-choice recognition tests. These results provide new insights on our current understanding of learners’ metacognitive sensitivity to test format.