CAJ | 학술논문

选取50名高一学生，选用反义词对和人工词对两种学习材料，赋予学习材料不同的分值，探讨项目难度和分值对学习者集中学习或分散学习选择及其效果的影响，并通过问卷调查被试对不同学习方式的认识。结果发现：（1）只有44％的被试报告分散学习更有效，被试总体上也更多地选择了集中学习；（2）在困难项目上，分散学习比集中学习的效果更好；（3）被试对容易项目更多选择停止学习，对困难项目更少选择停止学习，特别是困难高分项目；对困难项目比对容易项目更多选择分散学习，而在困难与容易项目上，对集中学习的选择不存在显著差异。
선취50명고일학생，선용반의사대화인공사대량충학습재료，부여학습재료불동적분치，탐토항목난도화분치대학습자집중학습혹분산학습선택급기효과적영향，병통과문권조사피시대불동학습방식적인식。결과발현：（1）지유44％적피시보고분산학습경유효，피시총체상야경다지선택료집중학습；（2）재곤난항목상，분산학습비집중학습적효과경호；（3）피시대용역항목경다선택정지학습，대곤난항목경소선택정지학습，특별시곤난고분항목；대곤난항목비대용역항목경다선택분산학습，이재곤난여용역항목상，대집중학습적선택불존재현저차이。
The purpose of the study was to investigate the influence of the difficult levels and values of the items on learners＇ choice of stop study, massed study and spaced study. The participants included 50 senior one students. In the study, antonymous and artificial paired-words were adopted as easy and difficult items, which were randomly assigned to different values. A questionnaire was used to investigate the cognition of the students on massed study and spaced study. Results indicated that：（1） Only 44% of the participants reported that spaced study was more effective, and more participants tended to choose massed study rather than spaced study. （2） The recall of difficult items was improved with spaced study. （3） The participants tended to stop studying the easy items, but when the difficulty of the items increased, they were less like to stop studying, especially for the items with higher values; the more difficult the item was, the more tendency to choose spaced study, but it remained unchanged for the choice of massed study.