学习时间分配中议程与习惯性反应的关系：个体差异的视角.pdfVIP

左边项目的平均试次数之间存在显著负相关，而与首选列表高分项目的平均试 次数之间存在显著正相关；同时，启发型决策风格个体首选列表左边项目的平 均试次数显著高于列表高分项目，而分析型决策风格个体与此相反。实验3结 果发现，个体冲动性水平与首选列表左边项目的平均试次数之间存在显著正相 关，而与首选列表高分项目的平均试次数之间存在显著负相关。 研究得出以下结论： (1)议程和习惯性反应共同作用于学习时间分配。 (2)个体认知反思能力影响学习时间分配。在项目选择上，启发型决策风 格个体表现出更多的习惯性反应；而分析型决策风格个体更多执行“优选高分 项目”议程。 (3)个体冲动性影响学习时间分配。在项目选择上，冲动性越高的个体表 现出更多的习惯性反应。 关键词： 学习时间分配 基于议程调节模型 习惯性反应 项目分值 认知反思 个体冲动性 II 万方数据 The relationship between agenda based and habitual in Study—time allocation：individual differences perspective ABSTRACT The revolution of current fundamental education advocates the teaching pattern of “initiative classroom”．in which students’ability of study-time allocation is conspicuously important．It is a problem faced by many students that how well allocate their study time tO enhance study efficiency．Therefore，researching students’ study—time allocation is valuable for not only enriching the theory mechanism of study-time allocation but also guiding the teaching behavior． Study time allocation is the planning action of students：allocating time resources to different study tasks．It is an index of exploring Metacognition contr01．It reflects learners’allocation of their attention and subjective efforts．Dunlosky and Afiel (20 1 1)think that learners’study decisions are influenced by two qualitatively different kinds of processej：agenda based and habitual，and the relationship between them has gradually become the hot point of research．Meanwhile，the researches of“individual difference”in the field of decision—making enlighten US that it iS valuable to take “individual difference”into account in the study of students’study time allocation． The research procedure was same to that of Ariel and Dunlosky(2012)．It contained three experiments．all of those were 6x3 within-subjects designs．We manipulated the presentation order and item reward to investigate students’recall performance．self-paced study and item selection．The experiment 1 explored the influence presentation order and item reward on study tim