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題名 | 固執傾向在智能不足兒童辨別學習中的角色= |
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作者 | 吳武典; |
期刊 | 教育心理學報 |
出版日期 | 19740600 |
卷期 | 7 1974.06[民63.06] |
頁次 | 頁53-62 |
語文 | chi |
關鍵詞 | 固執傾向; 智能不足兒童; 學習; |
中文摘要 | 本研究旨在探討智能不足兒童的固執傾向與其辨別學習成績的關係,並透過變換的學習,觀察學習遷移情形。參加實騐的受試為二十四名國小高年般的輕度智能不足兒童,男女各半,平均實齡為141.9個月,智齡為103.8 個月,智商為68。使用的學習材料為二選一之「色-形物件」二套,藉自製的辨別學習裝置呈現之。 全體受試在原來學習上的成績依其學成所需次數分為人數相等的優、中、劣三組,然後分就各人的刺激堅持百分比 、位置偏好次數及前後學習成績的差異作統計分析。 實騐結果顯示:(1)智能不足兒童之固執傾向愈強者,學成所需的次數愈多;(2)凡已學成原來學習者,再從事度內變換的學習,所需的次數減少。因此,本研究所提出的兩個假設獲得證實。 |
英文摘要 | To investigate the function of rigidity tendency on discrimination learning of mentally retarded children, and to survey the effect of original training on shifted learning, a single group experiment was designed. Twenty-four mildly retarded children, equal in both sex with mean CA of 141. 9 months, mean MA of 103.8 months, and mean IQ of 68, participated in this experiment. Two sets of two-choice "color-form object" were used and presented by way of a discrimination apparatus devised by the experimenter. The subjects were divided into three groups, the High, the Middle and the Low, according to their performance on original learning. Each subject's percentage of stimulus-perseveration, number of position preference and the difference between pre-and-post performance were then calculated for the purpose of statistical analysis. The results of the study showed that: (1) the stronger the rigidity tendency, the poorer the discrimination work; (2) it became easier to learn intradimensional-shifted work after finishing original learning., Hence. two hypotheses of the study were proved. |
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