小学儿童学习时间分配决策水平的发展

利用自由回忆，线索回忆和再认三种提取方式，以儿童任务难度预见（EOL）的判断等级与学习时间分配之间的G相关值作为指标，考察了小学儿童学习时间分配决策水平的发展过程。小学2、4、6年级儿童和成人大学生(作为对照)参与本研究，每个年龄组各24人。主要研究结果表明：（1）总体而言，小学各年级儿童，其学习时间分配的决策都受对任务难度预见等级的制约，对EOL判断等级越高的项目，分配的学习时间越长，说明小学儿童具有一定程度的学习时间分配的决策能力；（2）在自由回忆条件下，小学4年级和小学6年级儿童对EOL的判断等级与学习时间之间的G相关值差异显著，表明儿童的决策水平由小学4年级到小学6年级表现出快速发展的趋势；（3）在线索回忆的条件下，小学2年级和4年级儿童G相关值有显著差异，表明决策水平由小学2年级到小学4年级之间有快速发展的趋势；（4）在再认的条件下，小学各年龄儿童学习时间分配的决策水平没有显著性差异，表明再认条件下小学阶段的决策水平进步不显著；（5）在三种提取方式下，小学儿童对任务难度预见判断等级与首次学习时间之间的G相关值都不同程度地低于与总的学习时间之间的相关值。这说明小学儿童在反复学习的过程中在不断调整自己的学习时间分配，调整的程度有随年龄增长而加大的趋势。小学6年级儿童在任务难度预见判断等级与学习时间之间的G相关值已接近成人水平。

Development of Children's Strategy on Allocation of Study Time

Adopted three kinds of retrieving means（free recall, clue recall, recognition）, the current research explored development of children’s strategy on allocation of study time, with G correlation between ease-of-learning judgment and amount of study time. 72 subjects were from Grade 2, Grade 4, Grade 6 of Elementary School, and 24 from Grade 2 of University (as control group). Let Ss have an ease-of-learning judgment by arrangement all the learning items for their difficulty. Then had a self-paced study. The last step was retrieving. The results: 1) there is a relationship between the order of ease-of-learning judgment and the amount of self-paced study time, for all grades. That implicates even the students in elementary school, they could show the ability on allocation of study time; 2) G correlation of Grade 6 is much higher than Grade 4, for free recall, implicates that there is a tendency the level grows fastest between 4 and 6 grade; 3) G correlation of Grade 4 is much higher than Grade 2, for cue recall, seems means that there is a tendency that the level goes up fastest between 2 and 4 grade; 4) there are no reliable different on G correlation among three grades, for recognition, shows that there is no progress during the period of elementary school; and 5) G correlation between ease-of-learning judgment and amount of self-paced study time for the first trail is reliable lower than G correlation between ease-of-learning judgment and amount of self-regulated study time for all trails, whatever the retrieving mean is. The level of allocation of study time of Grade 6 is almost the same with one of adults.