中文摘要：

采用眼动记录技术，操作三种词对位置，探讨议程与习惯性反应对学习时间分配的影响。实验一设置无时间限制条件，结果发现，20名大学生被试均优先选择左边的项目，项目的自定步调学习时间不存在词对位置效应。结果表明，被试的习惯性反应影响项目选择，不影响自定步调学习时间。实验二设置有时间限制条件，结果发现，20名大学生被试均优先选择容易项目并分配更多的时间学习容易项目，且容易项目的选择存在词对位置效应。结果表明，议程驱动主导被试的项目选择和自定步调学习时间，但不能完全消除习惯性反应对项目选择的影响。

英文摘要：

Ariel, Dunlosky and Bailey （2009） proposed Agenda-Based Regulation （ABR） framework. This explains the internal mechanisms of study time allocation from the perspective of information processing, that learners develop an agenda on how to allocate time to various study items and use this agenda when selecting items for study. When the limits of the central executive have been exceeded, habitual responses may gain control of study-time allocation. This study aims to revealed the habitual response of the study time allocation. It further explored the relationship between the habitual response of the study time allocation and agenda-driven. Using Metcalfe＇s paradigm, two experiments independently were conducted in present research to examined twenty undergraduates＇s habitual response on study time allocation on condition of different time limit. Multi-factor experimental design was employed in this study. The independent variables were item difficulty, and words position, and the dependent variables were fixation duration and fixation points. On condition of no time limitation, the result revealed that habitual responses on item selection was found, but no effects on the self-paced study time. On condition of a time limit, there was no habitual response on study time allocation. Learners gave preference to easy items in all three words position. However, for easy items, there were also habitual responses. Which demonstrates learners＇ agendas can dominate item selection and self-paced study time, but can not completely eliminate the habitual responses to the item selection.