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圖形思攷智能測驗的發展

The Development of a Figure Reasoning Intelligent Test

摘要


本研究發展的圖形思考智能測驗包含點線描繪、形狀組合及方格分解三個分測驗,各分測驗時間限制爲兩分鍾,是一份能力兼速度特性的固體測驗。圖形思考智能測驗設計的主要目的是希望能兼具非語文、多元化、施測時間短及能主題智能程度等四大特色,但又不與國內現有測驗重複的固體智力測驗。結果發現點線描繪分數與速度、確度及農救會成熟度有關,年齡愈長分數愈高。形狀組合分測驗主要測量知覺能力及觀察敏銳度,女生分數顯著比男生高。方格分解測驗則在測量抽象推理能力,理學院學生表現顯著優於文學院學生。此外本研究結果也顯示圖形思考智能測驗針對不同年齡層、學校、學系、年級及性別的學生分數表現皆有顯著差異。圖形思考智能測驗總分與學生學業成績、多因素性向測驗、藏圖測驗及瑞文氏圖形測驗分數亦顯著正相關。因此本研究推論圖形思考智能測驗應可以有效測量學生非語文方面的智力,而智力除與推理能力有關外,又可能與一個人的社會成熟度觀察敏銳度有關,這有待後續更多相關研究證實。

並列摘要


The purpose of this study is to develop the Figure Reasoning Intelligent Test. The test was consisted of three subtests: Line Drawing, Color & Shape, and Square Combination. It was a speeded group test with two-minute limit time for each subtest. The Figure Reasoning Intelligent Test was expected to reach some features as non-verbal, pluralistic, short administration time and able to measure the student's intellect function for the research. It was found that the Line Drawing test was related to social conformity and the ability of accuracy. The elder the students were, the higher score they yielded. The Color & Shape test was related to the ability of perception and prudent. The female students tended to reach higher scores than the male. The Square Combination test was related to the ability of abstract reasoning. University students in the college of nature science reached significantly higher scores than the students in liberal arts. In addition, the students showed the score differences among different age levels, universities, colleges, departments, graders, and gender in the Figure Reasoning Intelligent Test. It was also found that the total scores of the Figure Reasoning Intelligent Test were significantly related to the student's academic performance, and the scores of the Group Embedded Figures Test and the Raven's Progressive Matrices. Therefore, it was suggested that the Figure Reasoning Intelligent Test may be an effective measurement to evaluate the student's intellect, which may be pluralistic including the abilities of reasoning, social conformity, and perception, for further research.

參考文獻


Arbuthnot, J.,Grenfeld, L.(1969).Field independence and education-vocational interest..Journal of Consulting and Clinical Psychology.33,631.
Day, D. A.,McRae, L. S.,Young, J. D.(1990).Group Embedded Figures Test: A factor analytic study..Perceptual and Motor Skills.70,835-839.
De-Russy E. A.,Futch, E.(1971).Field dependence-independence as related to college curricula..Perceptual and Motor Skills.33,1235-1237.
Educational Testing Service(2002).Graduate Record Examination.Princeton, NJ:Educational Testing Service.
Guilford, J. P(1967).The nature of human intelligence..New York:McGraw-Hill.

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