頁籤選單縮合
題名 | 才賦優異兒童概念學習歷程之研究 |
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作者姓名(中文) | 汪榮才; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷期 | 15 1973.06[民62.06] |
頁次 | 頁左233-286 |
關鍵詞 | 才賦優異; 兒童; 概念學習; |
語文 | 中文(Chinese) |
英文摘要 | The purpose of this study was to explore the process of concept identification in gifted children. Three theories, namely S- R, mediated S- R, and hypothesis testing, were concerned. Four experiments with 2 by 2 factorial design were executed. 94 gifted and 94 average children in junior high School were sampled as the subjects. The main findings of this study were as follow: 1. Both gifted and average children performed reversal shift more rapidly than they did non-reversal shift. It could be interpreted that both gifted and average children applied mediated process and hypothesis testing process to concept identification. 2. There was no significant difference between mediated and non-mediated concept learning for both gifted and average children. 3. For gifted children, the instructed group, having been taught focusing strategy, were superior to the non-instructed group. But for average children, no significant difference was found between the instructed group and the non-instructed group. 4. For both gifted and average children, the experimental group, having been given misinformation feedback, were inferior to the control group. This result could be interpreted that both gifted and average children sampled with partial non-replacement strategy in hypothesis testing. |
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