The Effects Of Task Experience On Strategy Shifts In The Allocation Of Study Time

Since the eight and ninety years of last century, the internal mechanism of study-time allocation became the hot topic of self-regulation learning domain? In the self-regulation learning, the study-time allocation is a dynamic process.According to the ABR framework, the chang of study-time allocation is due to the change of agenda. However, the problem of how agenda change remains to be further discussed.In this study, we adopted Dunlosky’s paradigm, taken164college students as participant, chosen two kinds of item(5-point difficult and1-point easy item), each of the item is ten pairs, through four study-test trials, explored the effects of task experience on strategy shifts in the allocation of study time under the trade-off situation. Thus in order to further explore the changing process of allocation of study time and the internal mechanism of the construction of agendas. Both of two experiments conducted with a2(high test item type:typel vs. type2)×2(cue:cue vs. no cue)×4(trial:1,2,3, or4) mixed design, which high test item is between subject variable, type1refers to high test item is5-point difficult item, low test item is1-point easy item, while type2refers to high test item is1-point easy item, low test item is5-point difficult item, cue is between subject variable, trial is within subject variable. The difference between two experiments is that the experiment1in the high test possibility is90%condition (the test possibility of high test item is90%, the test possibility of low test item is10%), experiment2in the high test possibility is100%condition (the test possibility of high test item is100%, the test possibility of low test item is0%).Experiment1found that only by task experience, more than half of the participants unable to achieve the strategy shift of study-time allocation, the cue can’t significantly predict participants strategy shift of study-time allocation, those showed that when the high test possibility is90%, most of the participants can’t develop an agenda based on the test possibility, study time allocation existed the tradeoff of the difficulty, score, and test possibility. Experiment2found that only by task experience, more than half of the participants can’t achieve the strategy shift of study-time allocation, but the cue can significantly predict the participants strategy shift of study-time allocation, those showed that when the high test possibility is100%, most of the participants can develop an agenda based on the test possibility, resulted in the destruction of the tradeoff of the study-time allocation. Those results indicated that the trade-off decision of study-time allocation were changed with the task experience increased, while most of participants failed to complete strategy shift.