自定步调学习时间的习惯性反应:来自眼动的证据

The Habitual Responding in Self-paced Allocation: Evidence from Eye Movements

习惯性反应指学习者根据自身阅读习惯来进行学习时间分配,它通常由词对位置这一外部线索激发。研究运用眼动记录技术,采用Metcalfe范式探讨词对位置和难度对学习时间分配的影响,以检验自定步调学习时间的习惯性反应。结果发现:(1)在自定步调总学习时间上,学习者倾向于对难度越大的项目分配越多的学习时间;(2)在前期自定步调学习进程上,当词对位置为易-中-难条件时,学习者倾向于优先在容易项目上分配较多的学习时间,接着是中等难度项目,最后是困难项目;当词对位置为难-中-易条件时,结果相反。这说明学习者的自定步调总学习时间受项目难度驱动,而前期自定步调学习时间受习惯性反应影响。

Study time allocation is an index to explore learners＇ allocation of their attention and efforts. It contains item selection and self- paced allocation. According to the agenda -based regulation framework, learners＇ study decisions are influenced by two qualita- tively different kinds of processes： agenda based and habitual processes. Habitual process involves the task environment activating a prepotent or overlearned response. Previous research only confirmed the influence of habitual process on learners＇ item selection, but there was no influence on self - paced allocation. As self - paced allocation was a dynamic process, this study used an eye tracking technique to investigate the effects of item position and difficulty on self - paced allocation. Forty students participated in the experiment. A 3 （Item difficult： easy, moderately difficult, difficult） ~ 2 （Item order： easy on the left [ EMD] vs. difficult on the left [ DME] ） mixed factorial design was used, with item difficulty as a within -subjects factor. Par- ticipants were randomly assigned to either the EMD group （n = 19） or the DME group （n = 19）. Participants were instructed that they were free to study any item in the study phase. We used an eye tracking technique to record the whole process of their self- paced allocation. After 16 study trials, participants completed an arithmetic task and then received a cued recall test. The results showed that ： （ 1 ） In the aspect of the whole study time, participants in both groups allocated the least time on easy i- tems, and it was significantly different from those of moderately difficult and the most difficult ones. （2） At the early stage of learning progress, there wassignificant difference in the self - paced allocation at different levels of item difficulty in the EMD group. People first allocated most time to easy items, then to moderately difficult ones, but finally to the most difficult ones. The results were reversed for the DME group. Both item difficulty and its position had effects on self - paced allocation. These results indicated that there was a habitual process in the early phase of self - paced allocation, which was in accordance with the agenda - based regulation model.