学习时间分配机制的眼动研究

An Eye Movement Study on the Mechanism of Learning Time Allocation

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.