作　　者： ; ; ; ; ;

机构地区： 浙江师范大学教师教育学院心理研究所

出　　处： 《心理科学》 2013年第6期1363-1368,共6页

摘　　要： 研究采用Metcalfe范式,设置了不同难度与分值的学习项目,以探讨学习时间分配的权衡过程以及认知资源对权衡过程的影响。实验1发现在同时呈现下,项目难度与分值的主效应显著,且两因素存在交互作用,说明学习时间分配存在权衡过程。实验2发现在继时呈现下,项目难度与分值的主效应显著,而交互作用不显著,说明了认知资源的不足导致学习时间分配权衡过程的破坏。研究丰富和深化了学习时间分配的基于议程调节模型。 How people allocate study time？ Agenda - based regulation, proposed by Ariel, Dunlosky and Bailey （2009）, assumed that learners construct and execute agendas which play a core role in study time allocation. The present research was conducted to further explore the internal mechanism of the construction of agendas by examining the effects of item difficulty and item reward on self - paced study time. The purpose of Experiment 1 was to investigate the effects of item difficulty and item reward on self - paced study time under the simultaneous format, and whether there was a trade - off process when learners developed their agendas by manipulating the item diffi- culty and item reward. Experiment 1 was conducted with a 2 （item difficulty： difficult, easy） x 2 （item reward： I -point, 5 -point） within - subjects design. There were 20 undergraduates taking part in Experiment 1. Participants were asked to learn 40 noun - noun paired associates in Chinese. Each trial contained one diffieuh pair with 5 points, one diffieuh pair with 1 point, one easy pair with 5 point and one easy pair with 1 point. On each trial, the cues of four pairs were presented on computer screen and the targets of pairs would be displayed when they clicked on the pairs. This experiment tbund that participants spent more study time on 5 - point difficult items than 5 - point easy items, and allocated more study time on 5 - point easy items than 1 - point diffieuh items and 1 - point easy i- tems. The results indicated that there was a trade - off process in self - paced study for learners, which was based on the principle of a- chieving task goals as efficiently as possible. Experiment 2 was conducted to exam the effects of item difficulty and item reward on self - paced study time under the sequential format. There were 18 undergraduates taking part in Experiment 2. Participants were asked to learn 27 noun - noun paired associates in Chinese. The same procedure used in Experiment 1 was used in Experiment 2, except that the cues

关 键 词： 项目难度 项目分值 自定步调学习时间 基于议程调节模型 权衡

领　　域： [哲学宗教] [哲学宗教]