Abstract
On the basis of a premise that persons modify studying behavior in order to maintain response certitude at acceptable levels, performance expectations and question difficulty were varied factorially in two studies, and their effects on study time, correct responding, and response certitude were evaluated. The manipulations did not affect study time, but correct responding was in the anticipated direction in both studies, significantly so in Experiment 2. For response certitude, an expected interaction of performance expectation × question difficulty × trial was in the anticipated direction in both studies, significantly so in Experiment 1.
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