摘要
作为元记忆的核心的内容之一,学习时间分配是学习主体在学习活动过程中对主观学习资源的调控以帮助完成学习任务的过程。本研究采用2*2混合实验设计探讨在不同任务定向下学习材料词对的不同记忆难易程度对学习时间分配的影响。实验每屏内呈现一种难度的学习项目,被试学习记忆该项目的词对,随后完成词对回忆任务。实验结果发现:(1)难度对学习时间分配有显著的影响,即随着难度地增大,分配的学习时间也会显著地提高。(2)不同的定向任务要求对被试的学习时间分配策略的影响不同,准确性定向下被试分配的时间多于速度定向下分配的学习时间。(3)学习时间在不同任务定向下和不同难度的学习材料上存在交互作用。学习容易的材料在两种任务定向下分配的学习时间没有显著差异,而学习困难的材料在两种任务定向下分配的学习时间存在显著差异。
As one of the key issues of meta-memory,allocation of study time is the process that the learning subjects regulate and control the subjective study resources to achieve the learning task.This study explored the effect of difficulty （easy or difficult to remember one pair of words） on the allocation of study time when learning subjects learned under different task orientations.One item （difficulty or easy） were presented on one screen and subjects tried to remember it, then subjects were asked to recall these items.The results indicated： （1） study time increased with difficulty increased. orientations had produced different （2） influences The on allocation of study time,study time allocated more accuracy-oriented than speed-oriented. （3） The orientations and dif^culty have interaction on study time allocation.
出处
《社会心理科学》
2013年第2期68-72,共5页
Science of Social Psychology
关键词
学习时间分配
难易
任务定向
allocation of study time
difficulty
task orientation
