The Influence Of Points On The Allocation Of Study Time

Allocation of study time is a selective distribution in self-paced learning,by which thelearner can active monitoring of the current learning task to control their own mentalresources and the duration in order to realize the goal of learning to the greatest extent. Theselective learning conditions are depend on several factors such as total learning time;difficulty of learning materials and importance of learning materials and so on. The lastone is especially important. During the experiment, the importance of learning informationis often controlled by score. This study, using eye tracking technology and3×2two factorswithin subjects experiment was designed to investigate the effect of the size of the pointson allocation of learning time in the process of self-regulation to analyze whether thehabitual response affect the self-adjustment study time distribution based on the agenda.72moderately difficult word pairs as experimental materials were selected and scored1points,3points,5points or1points,5points,10points. In the learning phase, subjectsare asked to learn word pairs of two point position, each12groups. Each screen alsoshowed3word pairs with different points while the subjects learn project, and obtain thecorresponding points on the basis of the number of correct words. During the phase ofrecalling clues, subjects were asked to give the words of clues, and write the correspondingtarget word.Experiment1found that: under the condition of small score difference, whenagenda-based adjustment and the habitual response function are in the same direction，theinfluence of the habitual response to agenda-based learning time distribution is the samewith the influence when the adjustment based on the agenda and habitual responsedirection are inconsistent.When the agenda-based adjustment and habitual response are inthe same direction，the effect of learning time distribution is higher than when theagenda-based adjustment and habitual response are in the different direction. Experiment2found that: under the condition of big score difference, when agenda-based adjustment andthe habitual response function are in the same direction，the influence of the habitualresponse to adjust learning time distribution is different with the influence when adjustingbased on the agenda and the habitual response are in the opposite direction.the effect oflearning time distribution when based on the agenda and the habitual response are in thesame direction is higher than the effect when the adjustment based on the agenda andhabitual response direction are inconsistent.Differences across the experimentalcomparison results found that: with the increase of the difference, When the adjustmentbased on the agenda and habitual response direction are inconsistent, habitual reactions tend to impact on the self-adjustment study time distribution based on the agenda. Whenbased on the agenda and the habitual response are in the same direction, the effect oflearning time distribution is higher than when the adjustment based on the agenda andhabitual response direction are inconsistent.To sum up, with the increase of the difference, the adjust of agenda-based to learningtime is not significant differences. When based on the agenda and the habitual responsefunction in the same direction, the adjustment of learning time distribution based on theagenda is greater, and when the adjustment based on the agenda and habitual response arein the different direction.，the effect of learning time distribution is lower.