CAJ | 학술논문

用眼动记录技术,探讨不同学习目标条件下词对位置对学习时间分配的影响。实验发现：在项目选择上,词对位置对不同学习目标被试的影响存在差异,高学习目标被试倾向从左到右选择项目,低学习目标被试优先选择容易项目;在自定步调学习时间上,不同学习目标被试均不受词对位置的影响,高学习目标被试在困难项目上分配最多的时间,低学习目标被试在容易项目上分配最多的时间。实验表明：在项目选择上,高目标被试存在习惯性反应;在自定步调学习时间上,被试不存在习惯性反应。
용안동기록기술,탐토불동학습목표조건하사대위치대학습시간분배적영향。실험발현：재항목선택상,사대위치대불동학습목표피시적영향존재차이,고학습목표피시경향종좌도우선택항목,저학습목표피시우선선택용역항목;재자정보조학습시간상,불동학습목표피시균불수사대위치적영향,고학습목표피시재곤난항목상분배최다적시간,저학습목표피시재용역항목상분배최다적시간。실험표명：재항목선택상,고목표피시존재습관성반응;재자정보조학습시간상,피시불존재습관성반응。
Study time allocation is considered as one of the important indicators that refl ect how learners adjust and control their study. Agenda-Based Regulation（ABR） proposed by Ariel, Dunlosky and Bailey, assumes that learners construct and execute agendas which play a core role in study time allocation. According to the ABR framework, ＂learners develop an agenda on how to allocate time to various study items and use this agenda when selecting items for study. Like many other theories of regulation, the ABR model assumes that study regulation is goal-oriented＂ A critical assumption is that when learners develop an agenda, they do so to maximize the likelihood of obtaining their goals effi ciently. An agenda describes the criteria used to decide which items to select for study or how long to study a given item, and the criteria are chosen based on any number of learner characteristics and task constraints. Given that both agenda construction and execution occur within the focus of attention, capacity limitations can infl uence effective agenda use. Learners who have deficient central-executive processes may have difficulties constructing and executing agendas. Such difficulties would arise when learners do not inhibit task-irrelevant thoughts or when the number of relevant task constraints and agenda criteria exceeds their capacity. In either case, agenda-relevant information would not be maintained in the focus of attention, which in turn would compromise goal attainment. Even a relatively simple agenda may be diffi cult to execute when goal-irrelevant information arises internally or from the environment. When the limits of the central executive have been exceeded, habitual responses may gain control of Study time allocation. Habitual responses are triggered by the stimulus environment and are not voluntarily controlled. The present study aims to reveal the effect of words position on study time allocation, that is, words position has effect on the study time allocation. It further explores the relationship between the effect of words position on study time allocation and ABR, so as to provide theory basis for the intervention and guidance of study time allocation. Using Metcalfe＇s paradigm, one experiment is conduct in present research to examine the effect of words position on study time allocation in condition of different learning goals. The result reveal that in condition of high learning targets, the words position effect on study time allocation is found. Learners tend to learn the items on the left fi rstly, then the items in the middle, fi nally the items on the right. However, in condition of low learning targets, there is no words position effect on study time allocation. Learners give preference to easy items, follows by medium-diffi culty items and fi nally diffi cult items. These and other outcomes have shown that the agenda-driven and habitual response are two cognitive mechanisms that affect the allocation of study time, and people will be use agenda-driven or habitual reaction to the allocation of study time, with minimal effort to achieve learning goals.