CHILDRENS SPONTANEOUS ALLOCATION OF STUDY TIME - DIFFERENTIAL AND SUFFICIENT ASPECTS
CHILDRENS SPONTANEOUS ALLOCATION OF STUDY TIME - DIFFERENTIAL AND SUFFICIENT ASPECTS
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DOI：
10.1016/0022-0965(89)90033-7
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发表时间：
1989-04-01
影响因子：
2.6
通讯作者：
KOBASIGAWA, A
中科院分区：
文献类型：
--
作者：
DUFRESNE, A;KOBASIGAWA, A
在一年级、三年级、五年级和七年级的孩子中，研究了学习时间分配的两个相互关联的方面：(a)分配学习时间，使更难的单元得到比其他单元更多的重视（差异分配）；(b)确定为了达到学习目标需要花多少时间来学习（充分分配）。孩子们被要求学习一套小册子（一本“容易”或高度相关，另一本“难”或不相关），上面是成对相关的物品，前提是他们确信自己能完全记住所有成对的物品。一年级和三年级的孩子花在难对儿上的时间和花在容易对儿上的时间差不多，而五年级和七年级的孩子花在难对儿上的时间比花在容易对儿上的时间要多。在充分时间分配方面，年龄相关的改善表现为年龄较大的儿童（5年级和7年级）比年龄较小的儿童（1年级和3年级）获得完美回忆的人数显著增加。年龄较大的学生也表现出更多的知识，并倾向于使用自我测试策略来监控所学项目的好坏。然而，应该指出的是，许多年龄较大的孩子并不能完全成功地完美地回忆起这些项目。
Two interrelated aspects of allocation of study time were examined in grades 1, 3, 5, and 7 children: (a) distributing study time so that more difficult units were given more emphasis than others (differential allocation) and (b) determining how much time to spend for studying in order to meet the study goal (sufficient allocation). Children were asked to study a set of booklets (one "easy" or highly related and one "hard" or unrelated) of paired-associated items unit they were sure they could remember all the pairs perfectly. While grades 1 and 3 children spent approximately the same amount of time on hard pairs as they spent on easy pairs, grades 5 and 7 children spent a greater amount of time on hard pairs than they did on easy pairs. Age-related improvement in allocation of sufficient time was evidenced by the significantly higher number of older children (grades 5 and 7) than younger children (grades 1 and 3) achieving perfect recall. Older students also exhibited a greater knowledge of and tendency to use self-testing strategies to monitor how well learned items were. It should be noted, however, that event many of the older children were not entirely successful at recalling the items perfectly.