基于价值的议程对学习时间分配影响的眼动研究  

How value-based agendas affect study time allocation: An eye tracking study

作　　者：姜英杰[1] 王志伟[1] 郑明玲[2] 金雪莲[1,3] JIANG Yingjie WANG Zhiwei ZHENG Mingling JIN Xuelian(School of Psychology, Northeast Normal University, Changchun 130024, China The Open University of Daqing, Daqing 163000, China Jilin Medical University, Jilin 132013, China)

机构地区：[1]东北师范大学心理学院,长春130024 [2]大庆广播电视大学,大庆163000 [3]吉林医药学院,吉林132013

出　　处：《心理学报》2016年第10期1229-1238,共10页Acta Psychologica Sinica

基　　金：国家社会科学基金教育学一般课题(BBA150047)资助

摘　　要：通过对比不同梯度下,分值激发的议程与习惯性反应作用一致、不一致条件中,优先选择项目和学习时间的差异,考察基于价值的议程对学习时间分配的影响及其动态过程。结果发现:(1)等分值条件下,汉语为母语被试存在从左到右的习惯性反应。(2)分值梯度对基于议程的学习时间分配的有效性具有调节作用。小分值梯度(1分、5分)激发的议程能够克服习惯性反应对学习时间分配的影响,但不能使被试建立起优先学习高价值项目的议程;大分值梯度(1分、10分)能够克服习惯性反应对学习时间分配影响,且能够使被试建立起优先学习高价值项目的议程。(3)基于议程调节的学习时间分配在时程和阶段上具有动态性和情境特异性。Allocation of study time is generally considered as one of the most important indicators to show how learners adjust and control their learning processes efficiently, and it is influenced by habitual responding or an agenda-based process. In the agenda-based regulation（ABR） framework, agenda is a type of plans which can help learners finish their study in some situation. Generally, multiple factors, such as item difficulty and value, have effects on agenda-based regulation. Under the condition of limited study time and equal rewards for each item, learners often choose the item at their reading habit preferred position（left for Chinese） first to remember and then shift to another position（right for Chinese） when they feel they can fully recall the first one in the later test. However, if the rewards are unequal, especially when the item at opposite preferred position has higher rewards than those at the preferred position, habit-oriented learning may become counter-productive and learners tend to adopt a value-based agenda in item selection and study time allocation. The present study controlled the item difficulty in moderate level to observe whether the item value can influence the study decision shifting from habitual bias to value-based agendas by using the eye tracking technique. Three experiments were conducted with a paradigm devised by Metcalfe and her colleagues. Experiment 1 evaluated the habitual responding of native Chinese readers（mainly select items in a left-to-right fashion） in Chinese and provided a baseline to compare to Experiments 2 and 3. Participants were asked to learn the associations of 24 pairs of nouns. Two pairs of nouns were presented on a computer display for a total 3 s, one pair to the left and the other one to the right of the fixation. With the observation of clear bias of study time allocation to items on the left side, Experiments 2 and 3 were carried out to clarify if this habit oriented strategy was modulated by rewards, and if so, could rewards override such

关 键 词：学习时间分配 基于议程的调节 元记忆 元认知 记忆 

分 类 号：B842[哲学宗教—基础心理学]