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題 名 | 國小兒童和大學生利用類似經驗來了解兒童重量錯覺能力 |
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作 者 | 幸曼玲; | 書刊名 | 國教學報 |
卷 期 | 1 1988[民77.] |
頁 次 | 頁159-171 |
分類號 | 173.1 |
關鍵詞 | 大學生; 兒童; 重量; 能力; 國小; 錯覺; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的有二:一是,想探討年齡對理解重量錯覺的影響,二則是想利用五種不同類型的生活經驗當作線索來導引受試者了解重量錯覺。 重量錯覺的產生乃是利用受試者二手適應一輕一重的瓶子後,再提起二個重量相同的瓶子,結果原來提過輕的瓶子的手會覺得比另一隻提過重的瓶子的手來得重。“判斷測驗"和“轉換測驗"為本研究的測量工具,“判斷測驗"為語文測驗,以問答的方式要求受試者辨別一個瓶子“真的"比另一個瓶子來得重,還是“只是覺得"比較重,“轉換測驗"則是一種行為測量,主試者在受試者經驗到測試材料中一個瓶子比另一個瓶子重之後,左右調換測試材料的瓶子;然後要求受試者判定現在那一邊的瓶子比較重。 本研究共進行了二個實驗,實驗一的結果顯示三年級、六年級和大學生在“轉換測驗"和“判斷測驗"的表現都與假設不符。實驗二的測試歷程和實驗一完全相同,僅在執行“轉換測驗"之初要求受試者再拿起測試材料,結果發現實驗一和實驗二有顯著差別。實驗二發現以轉換測驗來測量受試者的理解歷程時,三年級、六年級和大學生之間有顯著差異;而且與重量有直接相關的線索對受試者的理解過程有明顯的導引作用。 實驗一和實驗二結果的不同以後設認知 (Metacognition)來討論,不同種類的線索對認知歷程有不同的導引作用則以模比 (Mapping)來討論。 本研究對教育的重要貢獻,則是提醒老師在教導學生時,必須幫助學生建立完整的知識結構,然而建立知識結構的條件之一則是讀學生領會到 (aware)曾經經驗到的事物必須有意識地 (consciously)儲存在知識結構中,以便將來需要時有跡可尋。 |
英文摘要 | There are two objectives in this research: The first one is to find out the developmental trends in understanding the weight illusion. The second one is to look for the effects of cueing questions of five different types on subjects' understanding of the Illusion. There were two measurements in the research. One is a verbal test named "feel-really test". The other is a behavioral measure named "rotation test". The experimenter asked subjects to judge which one of the testing bottles would be heavier after the bottles were rotated. There were two experiments in this research. The only difference between Study One and Study Two IS the testing procedure of rotation test. Subjects did not pick up anything while the experimenter rotated the testing bottles in Study One. However, in Study Two, subjects were asked to lift up the adjustment bottles again while the experimenter rotating the bottles. The results indicated sharp differences between Study One ans Study Two. There were almost no age effects or cueing effects in Study One. However, in the rotation test of Study Two, subjects showed significant differences among the third graders, the sixth graders and college students. Any cues which were related to weight had effects on under-standing of weight Illusion but not others. Results which indicated the differences between Study One and Study Two were discussed by the concept of metacognition. The effects of cueing were discussed by the Idea of mapping. |
本系統中英文摘要資訊取自各篇刊載內容。