The Research On Study Time Allocation Of The Influence From Learn Terms Font-Size

Learning is a cognitive activity, which is important for mankind’s survival and development,effective learning depends largely on the extent of the learner’s self-regulated learning.Self-regulated learning is learner in order to improve the efficiency of learning and active use and regulation of metacognition, motivation and behavioral processes.Among them,metacognitive is important form of self-regulationisan learning, which includes metacognitive monitoring and control.Learning time allocation is one of important indicator,which reflect self-regulationisan learning. The in-depth research of study time allocation, will not only further reveals the law of itself, but also provides scientific theories refer to teaching. Using Metcalf s paradigm, three experiments were conducted in present research to examine the effects of specific investigation font size on learning time allocation.The independent variables were item difficulty, item score and font size, and the dependent variables were recall performance, fixation duration and fixation points.This study includes three experiments.Experiment1examined the effect of font size on learning time allocation using single-factor within the design. In view of the important influence of item difficulty and score on study time allocation, item difficulty is added in Experiment2,item score is added in Experiment2. In order to examine the impact of item’s difficult, score and the font size on allocation of study time. This study mainly reached the following conclusions:Firstly, item font size affect the learners’study time allocation. For item selection, learners tend to choose lager font size items and easy items to study. For self-paced study time, learners tend to spend less study time on lager font size items.there is the effect of font size.Secondly,item font size and item difficulty affect the learners’study time allocation. For item selection, learners tend to choose lager font size items and easy items to study.For self-paced study time, learners tend to spend more study time on lager font size items.It was found that among of Discrepancy Reduction Model, Hierarchical Model of Self-regulation Study and Region of Proximal Learning Model have great limitations, and can not explain the effect of font size. While the construction and executive of the agenda could eliminate the font size effect on study time allocation to a certain extent. Therefore,.ABR model is more suitable for explaining study-time allocation in complex situations, and the internal mechanism of agenda is the process of weighing. Accordingly, this paper puts forward the theory of weighing,which points that study-time allocation is a process of weighing decision-making, and decision-making are weighed in terms of the maximization of learning gains. Learners are usually in complex learning situations, and they need to face the difficulty of items, possibility to be tested, score, limitation of study time and other factors simultaneously. Learners need to weigh the importance of these factors and make a decision on study-time allocation. As an advanced cognitive activity, weighing decision-making is affected by individual variables such as motive and working memory capacity. Thus, agenda-based regulation integrates theory of the past and provides framework and direction for further study. In the future we should think highly of the agenda of the process of constructing, the relationship of metacognitive monitoring and control.