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→Predicting optimal interval
Judgement of learning could be after cue (question) or answer. Delayed, cue only, JOL produced highest correlation with actual recall. If answer is added though, the effect goes way down. Worse still, study decisions are not better than only rereading. This seems to be because users do not realize they learned because of last test.<ref>Kornell, Nate, and Matthew G. Rhodes. "Feedback Reduces the Metacognitive Benefit of Tests." ''Journal of Experimental Psychology: Applied'', vol. 19, no. 1, Mar. 2013, p. 1. </ref> Metacognitive. Making JOLs also increases memory of items, maybe.
Judgement of learning could be after cue (question) or answer. Delayed, cue only, JOL produced highest correlation with actual recall. If answer is added though, the effect goes way down. Worse still, study decisions are not better than only rereading. This seems to be because users do not realize they learned because of last test.<ref>Kornell, Nate, and Matthew G. Rhodes. "Feedback Reduces the Metacognitive Benefit of Tests." ''Journal of Experimental Psychology: Applied'', vol. 19, no. 1, Mar. 2013, p. 1. </ref> Metacognitive. Making JOLs also increases memory of items, maybe.
==== Cognitive endurance ====
For how long can user continue to recall and learn without accruing fatigue. This may be a matter of psychology. I suspect there will be a limit to how long each user should study without taking a break.
== References ==
== References ==