中文摘要：

研究包含3个实验，分别探查了儿童在“速度定向”、“准确性定向”以及“速度和准确性定向”3种任务定向下学习时间分配决策水平的发展。3个实验均采用3×3混合设计，选择小学2年级、小学4年级、小学6年级学生各24人为被试，提供难度不同的3种材料，考查在限定的时间内儿童在3种材料间进行的学习时间分配决策水平的发展。结果：（1）在三种任务定向下，儿童学习时间分配决策水平均随年龄增长而提高。（2）不同的任务定向要求对不同年级儿童学习时间分配决策的影响不同。（3）在本实验条件下，儿童学习时间分配策略的使用，经历了三个阶段：第一个阶段，不使用策略；第二个阶段，使用策略但效果不稳定；第三个阶段，使用策略且有稳定效果。

英文摘要：

Introduction Allocation of study time is about the ability related to children ＇s learning strategies. There are many studies concerning children＇ allocation of study time. However, the results are mixed about whether the middle age elementary school students can allocate their study time properly. Moreover, researchers have never compared the three different orientations （ speed-oriented, accuracy-oriented, and speed / accuracy-oriented） in one study. The current study was conducted to explore the real rule of development of children＇s ability of allocation of study time under those three conditions. Method We conducted three experiments, one of them focused on one of the three orientations separately. We adopted a 3 （age： Grade Two, Grade Four, Grade Six in Elementary School） ＊ 3 （difficulty of material： easy, average, difficult） mixed design. Participants were 72 students in Grade 2, 4 and 6 in elementary schools. The children studied Chinese paired-words （with different difficulty） , in the way of experimenter-paced, and were asked to choose one of the three paired-words to learn each time. with 8 seconds per screen, the participants had three palred-words to choose. The participants were then asked to retrieve as possible as they could right after they studied. The program was designed through E-prime. The words were shown by a Dell Handbook, and time of studying was recorded by Dell as well. The Dell PC recorded the total time per item, no matter how many times the participant studied it. Finally, we analyzed those entire data with SPSS. Results The main findings are as follows： （ 1 ） The ability of allocation of study time increased with age under speed-orientation. Grade 2 children did not use the strategy, while Grade 4 and Grade 6 children did. There was a difference on RT of retrieving between Grade 4 and Grade 6, but there was no difference on accuracy of retrieving. （2） There was no difference on the performance of allocation of study time