主要研究方法是实验室实验法。分别采用“自控步调”的学习和“自控步调与他控步调相结合”的学习范式，利用Dell计算机呈现学习材料并记录学习时间和提取正确率，以小学2, 4, 6年级的学生(平均年龄分别为7. 9岁、9. 9岁、11. 9岁)为研究主体，以反义词对、近义词对和人为组合的词对经被试评定作为难度不同的学习材料。研究发现:
cation of study time is a kind of regulation and control to one's mental resources，It is one of the key issues of procedural metamemory. The current study is one of the two hot topics on "children's knowledge about mental world" (Another one is "theory of mind"). It could help us know more the development of children's procedural metamemory, also could help children know how to allocate their mental resources properly during they are learning, and then improve their performances in school at most. It also could provide data for building a theoretical model of children's allocation of study time.
The current study explored the following issues: a) the procedure of development of children's allocation of study time; b) external conditions that influence the decision一making on allocation of study time; c) the development of G correlation between prospective monitoring and allocation of study time; d) the possibility of improving the level of decision一making on children's allocation of study time.
The main method was experimentation. The programs in a Dell Computer executed all the procedures. The computer recorded all the time allocated and performances of Ss' retrieving. The Models for study were both "Self-paced and Experimenter-paced study" and "Self-paced study only". Most of the Ss were Grade 2, Grade 4, Grade 6 children (with average age respective, 7.9 years old，9.9 years old，and 11.9 years old). The difficulty of the learning items was controlled by different relation between Chinese pair-words, antonym pair-words as easy words, related pair-words as middle difficulty ones, and unrelated pair-words as the hard ones. The difficulty of the items was evaluated by Ss.
Conclusions are as follow:
a) The older the children are, the higher the level of decision-making on allocation of study time is.
First, the performance of children's decision-making is more and more similar to adults', with their age growing up. Second，the G correlation between the degree of ease-of-learning judgment and the time allocated is getting higher with age going up.
b) Task-oriented influences children's decision一making on allocation of study time So do with retrieving mean and time limitation. However it is different for different age's children.
Retrieving mean and time limitation influence Grade 2 children's decision一making on allocation of study time, while task-oriented does not. Task-oriented and time limitatiioninflience Grade 4 children, but does not retrieving mean. Time limitation only influences Grade 6 children, neither retrieving mean nor task-oriented.It is implicating that there are different factors, which influence different age's children's decision一making on allocation of study time.
c) Retrieving mean influences the development of G correlation between the degree of ease-of-learning judgment and the time allocated, not the G correlation between the degree of judgment-of-learning and the time allocated.
There are different developmental trends of G correlation between ease-of-learning judgment and time allocated, under different retrieving means. However there are no between judgment of learning and time allocated.
d) Training programs could improve Grade 4 children's level of decision一making on allocation of study time.
The key steps are "self-testing" online, and "feedback". Both of them may improve the children's level of decision一making on allocation of study time. The result should be confirmed again, because the p is not reliable enough in current research.
e) Metamemory deficiency hypothesis may be a proper way to explain children's immature decision-making on allocation of study time.
One of the evidences is that there are reliable G correlation between children's ease-of-learning judgment and the time allocated. Another one is children's level of decision一making on study time allocation has been improved to some extent by training the ability of judgment of learning.