Issue 5
Vol. 43
2001

W. Schönpflug, C. Stamov Roßnagel
Self-paced exposure and inspection time in the acquisition of source and target knowledge

Two experiments examined the acquisition of knowledge about sources of information (source knowledge) and about the information available from these sources (object knowledge). In a learning experiment, object knowledge was presented in the form of texts, and respective data base addresses represented the source knowledge. Participants studied texts and addresses according to their own preferences (Experiment 1), or were instructed to study primarily either texts or addresses (Experiment 2). Allocation of cognitive resources was either measured as the exposure time when participants requested texts and addresses alternatingly, or as inspection time when texts and addresses were displayed simultaneously. Eight hypotheses regarding the relation of text and address learning were tested. Either method confirmed two assumptions: Time allocation rises with difficulty of both texts and addresses. Likewise, study instructions prolonged time allocated. Depending on measurement method, it was demonstrated, that time allocation shifted from difficult texts towards addresses, and that due to the overall learning difficulty, the total time allocated may vary. Exposition and fixation times are discussed as indices for the allocation of cognitive resources during learning. 

Key words: eye-movements, external information storage, source memory, levels of processing

Prof. Dr. Wolfgang Schönpflug
Freie Universität Berlin
Psychologisches Institut
Habelschwerdter Allee 45
D-14195 Berlin