Wang Fuyun, Qin Qiwen, Jiang Yanju
Southwest University Chongqing, China.
Henan University Kaifeng, China.
Front Psychol. 2016 May 3;7:639. doi: 10.3389/fpsyg.2016.00639. eCollection 2016.
The present study investigated factors influencing Chinese junior school students' study time allocation and the age difference in the effect of habitual responding. Participants were 240 junior school students (120 girls, 120 boys; aged 13-15 years) with half taking part in Experiment 1 and half in Experiment 2, and 240 young adults aged 18-23 years, (120 women and 120 men,) involved in Experiments 3a and 3b, all native Chinese speakers. In Experiments 1 and 3a, Chinese word pairs (e.g., moon-star) were presented on the screen with three items in one array. In each trial, the items were arranged from left to right, either easy, moderate, then difficult, or the reverse. Participants had either 5 s or no time limits to study the word pairs. In Experiments 2 and 3b, word pairs were ordered in a column with the easiest items either at the top or bottom position. Results showed interactions among item difficulty, item order, and time limitation in terms of effects on study time allocation of junior school students. Participants tended to learn the items in order (from left to right and from top to bottom), but the effect of item difficulty was greater than that of item order on item selection. Results indicated that agenda and habitual responding have a combined effect on study time allocation and that the contribution of agenda is greater than that of habitual responding. The effect of habitual responding on the self-paced study and recall performance of junior school students is greater than its effect on young adults, and the study time allocation of junior school students is more likely to be affected by external conditions.
本研究调查了影响中国初中生学习时间分配的因素以及习惯反应效应中的年龄差异。参与者为240名初中生（120名女生，120名男生；年龄在13 - 15岁之间），其中一半参与实验1，一半参与实验2，还有240名18 - 23岁的年轻人（120名女性和120名男性）参与实验3a和3b，他们均为以中文为母语的人。在实验1和3a中，中文单词对（如，月亮 - 星星）以三个一组呈现在屏幕上。在每次试验中，这些项目从左到右排列，要么是容易、中等、困难的顺序，要么相反。参与者有5秒时间或无时间限制来学习单词对。在实验2和3b中，单词对按列排列，最容易的项目要么在顶部要么在底部位置。结果表明，在对初中生学习时间分配的影响方面，项目难度、项目顺序和时间限制之间存在交互作用。参与者倾向于按顺序学习项目（从左到右和从上到下），但在项目选择上，项目难度的影响大于项目顺序。结果表明，议程和习惯反应对学习时间分配有综合影响，且议程的作用大于习惯反应。习惯反应对初中生自主学习和回忆表现的影响大于对年轻人的影响，初中生的学习时间分配更易受外部条件影响。
