不同时间限制下小学儿童学习时间分配决策水平的发展

采用3×3二因素混合实验设计，利用计算机呈现刺激并记录被试的反应，以语意联系密切程度不同的词对作为难易不同的材料，借助线索回忆作为提取方式，利用四项研究分别探查小学儿童在短时限、中等时限和无时限三种时间限制下，学习时间分配的发展特点和趋势。得到如下结论：（1）小学各阶段儿童在学习过程中，主动进行了学习时间分配的决策。（2）儿童学习时间分配的决策水平随年龄增长而提高。（3）不同的时间限制难度不同，儿童在不同的难度任务下选择了不同的掌握标准，进行了不同的时间分配，支持了“标准影响分配假说”。（4）随着年龄增长，儿童的提取正确率有增加的趋势，时限越长，提取正确率越高。

Development of Elementary School Students on Allocation of Study Time under Different Time Limit

Adopted 3×3 mixed design, used computer to show all the stimuli and to record Ss’ reaction, with different related pair-words, by cue-recall means, this study investigated the development of elementary school students on allocation of study time under three different time limits. The results as follow: (1) All children allocated different time for different item under three different time limits. (2) The time difference among different items is getting larger with age. (3) For the easy item, the time children allocated on the short time limit is longest, and the time is getting shorter with age; for the harder item, the relative time children allocated on three time limits are almost same, and there is no change with age; for the most hard item, the relative time children allocated on the mid-time limit and without time limit is much longer than short time limit, and the tendency is getting larger with age. It implicates that children chose different standards for different tasks, and had different time allocations. The result supports the theory “norm-affects-allocation”. (4) The accuracy of children’s retrieving is getting better and better with the age, and time limit (time longer , accuracy is better)