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search information foraging Stine-Morrow, Elizabeth A. L. Stine-Morrow, Elizabeth A. L. Morrow, Daniel G. Fu, Wai-Tat Payne, Stephen Mata, Rui Chin, Jessie 2016-07-07T20:26:38Z 2016-07-07T20:26:38Z 2018-07-08T09:15:30Z 2015-12-15 2016-05 While search is increasingly becoming a more central process in learning with the rise of electronic environments, little is known about how learners determine the points at which decide to move from one text to another. The current study aimed at examining how learners studying a domain in a multitext environment regulate their effort among multiple sources. Specifically, the goal was to understand the principles governing when learners discontinue reading about one topic to explore another in that domain. By manipulating the amount of new information and conceptual overlap across texts within a topic, we created three types of text environments to generate different trajectories of two cues to perceived learning, new information (measured by rating of perceived new information) and encoding fluency (measured by ratings of reading ease). We report a series of five studies (in Mechanical Turk and the lab; N=180), showing that learners leave one topic for another when perceived learning decreases. The dominant cue to gauge perceived learning was the perceived amount of new information, while encoding fluency became more important when the study time was limited or among the older adults with poorer verbal ability. Interestingly, older adults were able to take differential advantages of conceptual overlap across texts for learning the text in which was high in the amount of new information. The study extended theories in animal foraging and metacognition, and established a novel paradigm to better investigate adult learning in the wild. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-05-01 The student, Jessie Chin, accepted the attached license on 2015-12-14 at 10:44. The student, Jessie Chin, submitted this Dissertation for approval on 2015-12-14 at 11:00. This Dissertation was approved for publication on 2015-12-15 at 09:32. DSpace SAF Submission Ingestion Package generated from Vireo submission #9022 on 2016-07-07 at 13:48:02 Made available in DSpace on 2016-07-07T20:26:38Z (GMT). No. of bitstreams: 2 CHIN-DISSERTATION-2016.pdf: 6919158 bytes, checksum: 3e1d696e4ab2ca82272545770129f7dc (MD5) LICENSE.txt: 4208 bytes, checksum: 3acdf4a5a12e8f56153923ad764ad4f5 (MD5) Previous issue date: 2015-12-15 Embargo set by: Seth Robbins for item 93057 Lift date: 2018-07-07T20:28:14Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 93057 Lift date: 2018-07-07T20:35:34Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 93057 on 2018-07-08T09:15:30Z. application/pdf http://hdl.handle.net/2142/90705 en Copyright 2016 Jessie Chin metacognition learning self-regulation foraging cognitive aging self-regulated learning comprehension metacomprehension text prediction stopping rules stopping decisions encoding fluency Age differences in search during self-regulated learning text text Educational Psychology Educational Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.