{'fraction_non_alphanumeric': 0.028004667444574097, 'fraction_numerical': 0.007584597432905484, 'mean_word_length': 4.66006600660066, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The influence of agenda-based and habitual processes on item selection during study.

Research on study-time allocation has largely focused on agenda-based regulation, such as whether learners select items for study that are in their region of proximal learning. In 4 experiments, the authors evaluated the contribution of habitual responding to study-time allocation (e.g., reading from left to right). In Experiments 1 and 2, participants selected items for study from a 3-item array. In Experiment 1, pairs were ordered by learning ease from left to right or in the reverse order. In Experiment 2, pairs were in a column with the easiest item either in the top or bottom position. Participants more likely chose to study the easiest item first when it was presented in the prominent position of an array, but when the difficult item was in the prominent position, it was more often chosen first for study. In Experiment 3, a 3 × 3 array was used. In 1 group, the 3 easy items were in the left column and the 3 difficult ones were in the right column; in another group, these columns were reversed. Participants largely chose items in a top-down or left-to-right order. In Experiment 4, items were presented sequentially for item selection, with either the difficult items presented first (followed by progressively easier items) or in the reverse order. Participants could choose half the items for restudy, and they were more likely to choose items presented earlier in the list, regardless of presentation order. These and other outcomes indicate that both agenda-based regulation (in terms of using the region of proximal learning) and habitual responding contribute to people's selection of items for study.