外在暗示线索对学习者在多媒体学习中自我调节学习过程的影响

考察139名五、七年级学生在逐次阅读10组图文材料的过程中对阅读测试与媒体信息的关系的自我监察并据此对阅读时间分配模式的自我调节过程，结果发现：（1）二年级被试能够监察阅读测试和图文之间的相倚关系，并据此对图文阅读时间分配模式进行自我调节，分配更多时间在与测试相关的材料上；（2）五、七年级被试的图文时间分配均呈现逐步调节的模式。（3）七年级被试比五年级被试对阅读测试与图文的关系的监察更为准确、时间分配模式调节出现的时机更早，时间分配调节策略的使用更合理，测试成绩更高。

The Effects of External Cues on the Self-Regulated Learning Process of Students in Multimedia Learning

This study explored how 139 5th and 7th grade students monitor the relationship between the reading tasks and the tests and regulate their learning time distribution through 10 groups of paragraph and picture materials followed by three kinds of multiplechoice tests respectively deriving from paragraph only, picture only, and both of them. The results showed that： （1） both grades subjects were able to monitor the relationship between the test and the media, and spend more time on the information relevant to the tests and less time on irrelevant information; （2）The students monitored the relationships through repeated learning, then changed their time allocation gradually; （ 3 ） The 7th grade subjects could regulate their learning process better than the 5th grade subjects in terms of the accuracy, the speed and the scores of the multiple choice tests.