CAJ | 학술논문

本研究采用被试内的实验设计，以无意义词对为实验材料，利用眼动记录技术，通过分析在有无时间压力时，个体对不同难度词对的学习时间分配，检验学习时间分配的差距缩减模型和最近学习区模型。研究发现：（1）在总注视时间上，难度和时间压力的影响都是显著的，并且存在交互作用。（2）个体的学习次序是由易到难的。研究结果支持了最近学习区模型。
본연구채용피시내적실험설계，이무의의사대위실험재료，이용안동기록기술，통과분석재유무시간압력시，개체대불동난도사대적학습시간분배，검험학습시간분배적차거축감모형화최근학습구모형。연구발현：（1）재총주시시간상，난도화시간압력적영향도시현저적，병차존재교호작용。（2）개체적학습차서시유역도난적。연구결과지지료최근학습구모형。
In this experiment an eye tracking technique was employed to investigate whether people allocated their learning time according to the discrepancy reduction model or the region of proximal learning model when they studied a list of nonsense pairedassociates under time pressure or no time pressure. The experiment was a 2 （under time pressure or no time pressure） x 3 （difficulty of items： easy, medium, difficult ） within-participants design. The results showed that （1） under time pressure, people tended to allocate less time to difficult items. However, people tended to allocate more time to difficult items under no time pressure, and （2） when people began to study, they first studied the easy items and tried to study the difficult ones, then to study the medium difficult ones. Finally, they would retry to study the difficult items. These findings are in opposition to the discrepancy model and support the region of the proximal learning model.