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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98169


    Title: 模糊理論在心理衡鑑上的應用：以認知風格分析為例
    Other Titles: Application of Fuzzy Theory in Psychology Assessment: An Example of Cognitive Style Analysis
    Authors: 羅豪章
    Keywords: 模糊理論 ; 認知風格 ; 認知風格分析 ; 衡鑑
    Fuzzy theory ; Cognitive style ; Cognitive style analysis ; Assessment
    Date: 2005-09
    Issue Date: 2016-06-21 16:50:25 (UTC+8)
    Abstract: Riding與Cheema（1991）所發展之認知風格分析（Cognitive Style Analysis, CSA）軟體，由於施測簡便，已被普遍用於認知風格的衡鑑工作。本研究旨在利用模糊理論，發展出改良CSA數值處理的模糊推論系統，並以44名國二學生為對象，團體藏圖測驗為效標，分析在傳統數值和模糊推論處理下認知風格衡鑑的結果，並將模糊推論結果的認知風格類型，與受測者的性別和學習成就進行關聯性的考驗。研究結果顯示，模糊推論所得結果和效標間存在較高的關聯性，表示以模糊推論系統搭配CSA原第二、第三分測驗，衡鑑個體的整體／分析認知風格，是適切可行的。同時，經本研究分析後發現：認知風格和性別與學習成就間，皆無顯著相關存在。對於後續研究工作，本文亦提出了若干建議。
    CSA, Cognitive Style Analysis, proposed by Riding and Cheema in 1991 has been used widely in assessing cognitive style for its convenience. This study aimed at developing alternative approach for CSA based on fuzzy theory. Forty-four 8-grades students were involved. Fuzzy and traditional approaches were discussed and Group Embedded Figures Test (GEFT) was employed. Besides, correlation was analyzed among cognitive style, sex and academic achievement. Results showed that fuzzy approach for CSA proposed in this study was suitable for assessing wholist-analytic cognitive style. Cognitive style was not significantly correlated with sex and the same result between cognitive style and academic achievement. Some suggestions were proposed for further research, too.
    Relation: 教育與心理研究, 28(3),527-549
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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