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)
Source
Abstract
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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