学习时间分配机制的眼动研究  

An Eye Movement Study on the Mechanism of Learning Time Allocation

作　　者：贾宁[1] 白学军[1] 臧传丽[1] 阎国利[1] 

机构地区：[1]天津师范大学心理与行为研究院,天津300074

出　　处：《心理科学》2008年第1期93-96,共4页Journal of Psychological Science

基　　金：教育部人文社会科学重点研究基地01JAZJDXLX003和02JAZJDXLX004重大项目;全国教育科学"十五"规划国家青年基金项目(CBA01022);天津市科委科技发展计划项目和教育部"新世纪优秀人才支持计划"的资助

摘　　要：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。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.

关 键 词：眼动记录技术 学习时间分配 时间压力 

分 类 号：B842.2[哲学宗教—基础心理学]