資優兒童與普通兒童認知發展比較研究

A Comparative Study of the Cognitive Development between the Gifted and Normal Children

陳李綢(Li-Chou Chen)

《教育心理學報》 15期 (1982/06) Pp. 215-225

https://doi.org/10.6251/BEP.19820601.15

摘要

本研究的目的有二：(1)探討資優與普通兒童認知發展能力的差異情形。(2)探討資優兒童加速學習的可行性，並藉以探討以那一種表徵方式，對學生的學習最有幫助。本研究分二階段進行，第一階段受試224名，取自臺北市國小三至六年級兒童，其中資優與普通兒童各半。每位兒童須個别參予十題由本研究者自編的認知表徵方式測驗，每題均包含三個子題，分别代表動作表徵、影像表徵及符號表徵材料。為避免在測驗中產生學習起見，測驗時，總先呈現符號式問題，再呈現圖畫式或影像式問題，最後再呈現實際材料讓受試操作。第二階段受試192名，取自北市國小三至六年級資優兒童。每年級48名兒童隨機分為三組—動作表徵、影像表徵及符號表徵組。每位受試於實驗前，須先作答第一種符號表徵測驗，然後再按其分派組别，參予一種實驗（由實際材料操作、呈現圖畫式材料、或不呈現材料者），實驗後，再予以測量第二種符號表徵測驗。本研究第一階段資料，將以三因子重覆量數變異數分析處理；第二階段資料，以二因子實驗設計處理。結果發現：(1)三至六年級資優兒童，其認知發展分數，不論是動作表徵分數、影像表徵分數及符號表徵分數皆優於普通兒童。且二類兒童皆以動作表徵分數最高，其次為影像分數，再次為符號表徵表徵分數。隨着年級增加，三種表徵分數亦隨着增高。資優兒童與普通兒童的符號表徵分數之差距顯然大於「動作表徵」分數差距及「影像表徵」分數差距。(2)三至六年級資優兒童認知能力加速學習以「動作表徵」方式呈現，其學習效果最佳，再次為呈現「影像表徵」方式，以只呈現符號表徵方式之學習效果最差。此一結果顯示，以適合兒童認知發展水準的表徵方式呈現教材，纔能有益於兒童的學習。

並列摘要

The purposes of this study were (1) to expore the differences between the copnitive adilities in normal children and gifted children, and (2) to discuss the possibility of the acceleration in the gifted.
There were two experiments in this study: (1) 224 subjects (112 normal and 112 gifted) in grades three to six were selected from three elementary schools in Taipei. Each subject was tested through a self-compiled test with ten questions three items in each. Each question was presented in the order of symbolic item, pictoral item, and then manually operational real materials, in order to prevent learning experiencne bias. (2) 192 gifted children in grades 3 to 6 were selected from three elementary schools in Taipei. They were randomly assigned three groups, each group was presented was presented a kind of material, (enactive, iconic or symbolic representation).
The results were as follows: (1) The cognitive abilities of the gifted were superior to those of the normal children. (2) The cognitive developmental ability of enactive representation was found to be the highest one in all grade levels of gifted and normal children, the iconic representation, the next, and the symbolic representation, the lowest. Furthermore, the gifted used more symbolic representation the normal children. (3) It is possible to accelerate the cognitive ability of the gifted children The more enactive representation was used, the higher score gifted went into.