分值特征对自定步调学习时间分配的影响——来自眼动的研究
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- 英文论文题名：The Influence of Characteristics of Points on Allocation of Study Time in Self-paced Learning
- 论文作者：姜英杰 ; 王志伟 ; 金雪莲 ; 于洋
- 英文论文作者：JIANG Yingjie ; WANG Zhiwei ; JIN Xuelian ; YU Yang ; School of Psychology ; Northeast Normal University
- 年：2015
- 作者机构：东北师范大学心理学院;
- 论文关键词：学习时间分配 ; 基于议程的调节 ; 习惯性反应 ; 记忆控制 ; 价值
- 英文论文关键词：Allocation of Study Time ; Agenda-based regulation ; Habitual responding Memory Contral Value
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B842.3
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：3
- 文件大小：772k
- 原文格式：D
- 会议级别：全国
摘要
基于议程的调节模型认为学习时间分配受到习惯性反应和议程的影响。习惯性反应是学习者在学习中形成的各种反应定势,当限定学习时间时,这种反应定势不利于学习者进行有效的学习时间分配。而基于分值建构的议程能使学习时间分配更有效。本研究分3个实验,采用眼动追踪技术,探讨习惯性反应和分值激发的议程对学习时间分配的影响及其动态过程,旨在确定何种分值条件下分值激发的议程能够克服习惯性反应的影响。因变量为优先选择项目、总学习时间、分阶段学习时间、回忆成绩。实验1采用单因素(项目位置)两水平(左、右)的被试内设计,对学习过程中习惯性反应的特点进行考察。实验分为两个阶段,学习阶段和测验阶段。结果发现,无分值条件下,汉语被试存在从左到右的习惯性反应,优先学习左侧项目并给其分配更多学习时间;学习过程分为项目选择、定向学习和学习调整三个阶段。实验2在实验1的基础上考察小分值梯度(1分-5分)能否激发基于议程的学习时间分配并克服习惯性反应的影响。结果发现,该分值梯度能够激发基于议程的学习时间分配,但不能克服习惯性反应的影响;学习过程分为项目选择和定向学习两个阶段。实验3扩大分值梯度,考察大分值梯度(1分-10分)激发的议程能否克服习惯性反应的影响。结果发现,大分值梯度激发的议程克服了习惯性反应的影响;学习过程分为定向学习和学习调整两个阶段。综上,本研究表明习惯性反应和分值激发的议程均影响学习时间分配,但仅大分值条件激发的议程能够克服习惯性反应的影响;学习过程的阶段和时程表现出据情境进行调节的动态性变化,分值差异越大,项目选择阶段越短(甚至没有)。
Allocation of study time is considered as one of the important indicators that reflect how learners adjust and control their study. According to the agenda-based regulation(ABR) framework, learners' allocation of study time is influenced by two different kinds of processes: habitual and agenda-based.Habitual processes involve the task environment activating a prepotent or overlearned response(Dunlosky & Ariel, 2011b). In most contexts learners' study decisions are largely biased by reading habits,and it can be relatively effective.However,when given time for study is limited, habitual processes may be not an effective strategy.Instead, in order to maximize the likelihood of obtaining their goals efficiently,learners tend to develop an agenda on how to select items for study and allocate time to various study items. According to the agenda-based regulation framework,the value of items is a key factor in arousing agenda-based allocation of study time.Learners tend to select items with high reward and give them more study time.In the present study, we evaluated the interplay between habitual responding and agenda-based regulation aroused by item-reward.More specifically, we want to find out when learners shift away from habitual responding to agenda-based study-time allocation. Using eye tracking technique,3 experiments were conducted with Metcalfe's paradigm in present research. The purpose of experiment 1 was to investigate the habitual responding of native chinese participants,which was a baseling to Experiment 2 and 3.In experiment1, Participants were asked to learn 24 noun-noun paired associates with eaual diffculty in Chinese. Two pairs were presented on computer screen at a time with 5s. Experiment 2 and 3 were to clarify the effect of habitual responding and agenda-based regulation on study-time allocation, in low and high reward discrepancy,and when agenda-based regulation can override habitual responding. The results showed that:(1) In no reward context, participants learn the items on the left firstly,and give them more study time; studying process can be devided into item selection,focus studying and regulation phases.(2)When high reward items located at right, in low reward discrepancy context, agenda-based regulation can not override habitual responding,but in high reward discrepancy context,it do can.In low reward discrepancy context studying process can be devided into item selection and focus studying phases,but in high reward discrepancy context studying process can be devided into focus studying and regulation phases. These results were in accordance with the agenda-based regulation model.Not only the item location but also the item reward could affect the construction and execution of agenda.And the validity of agenda-based regulation model was regulated by reward discrepancy. Moreover, studying process is dynamic and specific to context.When reward discrepancy gets large, item selection phase gets short, even vanishes.
Allocation of study time is considered as one of the important indicators that reflect how learners adjust and control their study. According to the agenda-based regulation(ABR) framework, learners' allocation of study time is influenced by two different kinds of processes: habitual and agenda-based.Habitual processes involve the task environment activating a prepotent or overlearned response(Dunlosky & Ariel, 2011b). In most contexts learners' study decisions are largely biased by reading habits,and it can be relatively effective.However,when given time for study is limited, habitual processes may be not an effective strategy.Instead, in order to maximize the likelihood of obtaining their goals efficiently,learners tend to develop an agenda on how to select items for study and allocate time to various study items. According to the agenda-based regulation framework,the value of items is a key factor in arousing agenda-based allocation of study time.Learners tend to select items with high reward and give them more study time.In the present study, we evaluated the interplay between habitual responding and agenda-based regulation aroused by item-reward.More specifically, we want to find out when learners shift away from habitual responding to agenda-based study-time allocation. Using eye tracking technique,3 experiments were conducted with Metcalfe's paradigm in present research. The purpose of experiment 1 was to investigate the habitual responding of native chinese participants,which was a baseling to Experiment 2 and 3.In experiment1, Participants were asked to learn 24 noun-noun paired associates with eaual diffculty in Chinese. Two pairs were presented on computer screen at a time with 5s. Experiment 2 and 3 were to clarify the effect of habitual responding and agenda-based regulation on study-time allocation, in low and high reward discrepancy,and when agenda-based regulation can override habitual responding. The results showed that:(1) In no reward context, participants learn the items on the left firstly,and give them more study time; studying process can be devided into item selection,focus studying and regulation phases.(2)When high reward items located at right, in low reward discrepancy context, agenda-based regulation can not override habitual responding,but in high reward discrepancy context,it do can.In low reward discrepancy context studying process can be devided into item selection and focus studying phases,but in high reward discrepancy context studying process can be devided into focus studying and regulation phases. These results were in accordance with the agenda-based regulation model.Not only the item location but also the item reward could affect the construction and execution of agenda.And the validity of agenda-based regulation model was regulated by reward discrepancy. Moreover, studying process is dynamic and specific to context.When reward discrepancy gets large, item selection phase gets short, even vanishes.
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