不同认知方式大学生解决四卡问题的逻辑训练效应-发展与教育心理学专业论文.docxVIP

不同认知方式大学生解决四卡问题的逻辑训练效应 摘 要 为探讨不同认知方式大学生解决四卡问题的逻辑训练效应是否 存在差异，本研究采用实验室实验研究范式，以自编逻辑训练题、经 典四卡问题和具体材料的四卡问题为材料，共设计三个实验进行研 究。实验一采用 2(逻辑训练：有，无)×2(四卡问题：具体材料，抽 象材料)两因素随机区组设计，探讨了逻辑训练对大学生解决不同材 料四卡问题的影响；实验二采用 2(认知方式：场依存，场独立)×2(四 卡问题：具体材料，抽象材料)两因素完全随机设计，考察了场依存 性—独立性认知方式大学生解决四卡问题的差异；实验三在实验一、 二的基础上考察逻辑训练对不同认知方式大学生解决四卡问题促进 效应的差异，采用 2(认知方式：场依存，场独立)×2(逻辑训练：有， 无)两因素完全随机设计。研究结果表明： 1、逻辑训练对大学生四卡问题的解决具有显著的促进作用。 2、具体材料虽然对大学生解决四卡问题具有一定的促进作用， 但作用并不显著。大学生解决材料不同的四卡问题不存在显著差异。 3、场独立型大学生解决四卡问题的顿悟水平明显优于场依存型 大学生。 4、场依存型大学生解决四卡问题的逻辑训练效应显著强于场独 立型大学生。 关键词：大学生； 四卡问题； 逻辑训练； 认知方式 The Effect of Logical Training on University Students With Different Cognitive Styles in Selection Task Solving Abstract To explore the effects of logical training on university students with different cognitive styles in selection task solving, the research designed three experiments by following experimental paradigm, adopting logical training topics, classical selection tasks and concrete materials. Experiment 1 used 2(logical training: have, have not) ×2(selection task: concrete materials, abstract materials)two factors matched-groups design, and investigated the influences of logical training on university students in selection task solving; Experiment 2 used 2(cognitive style: field independence, field dependence) ×2(selection task: concrete materials, abstract materials) two factors random-groups design, and inspected the differences between field dependent university students and field independent students in selection task solving; In the foundation of experiment 1 and 2, experiment 3 inspected the different effects of logical training on university students with different cognitive styles in selection task solving, the experiment used 2(cognitive style: field independence, field dependence) ×2(logical training: have, have not) two factors random-groups design. The results indicated that: Logical training has promoting effects on university students in selection task solving significantly. Though concre