How to foster learning by limiting the response speed

Published on Apr 29, 2021in Current Psychology
· DOI :10.1007/S12144-021-01784-7
Cristina Casadevante (UAM: Autonomous University of Madrid), Tuulia M. Ortner14
Estimated H-index: 14
(University of Salzburg)
+ 2 AuthorsJosé Santacreu15
Estimated H-index: 15
(UAM: Autonomous University of Madrid)
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 < .001, η2 = .307). Therefore, acting too fast was associated with poor performance in the task. In the second study (N = 184), we divided the sample into two groups and we applied a speed limit to the intervention group in order to promote learning. The intervention group achieved a higher learning index than the control group (t (129) = −8.36, p < .001, η2 = .298). Hence, the speed limit fostered learning. Therefore, regulation of the speed may be appropriate to foster learning.
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