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題名：以形式與非形式邏輯教學增進成人條件推理能力之實驗研究
作者：隋復華
作者(外文)：Fu-hwa Swei
校院名稱：國立中正大學
系所名稱：成人及繼續教育所
指導教授：黃富順
學位類別：博士
出版日期：2005
主題關鍵詞：條件推理；條件推理能力；形式邏輯；非形式邏輯；condition reasoning；competence of conditional reasoning；formal logic；informal logic
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長久以來，教導人們如何推理乃是一項重要的教育目標。邏輯課程已經被證明能增進成人的條件推理能力，然而，條件推理教學上最大的問題是：用什麼方法或何種教材才更有效果。本研究嘗試比較兩種不同的邏輯課程中，何者較能有效提升成人的條件推理能力。
本研究以空軍官校四年級的學生為樣本，比較兩種不同實驗教學的受試者之條件推理能力。以準實驗、前後測、配對組的設計下，實驗A組（n＝23）接受形式邏輯課程，實驗B組（n＝23）接受非形式邏輯課程，而控制組（n＝23）則不施予教學處理。以自編Wason選擇作業作為前、後測的工具。本研究的研究問題有四：一、在接受邏輯課程之前，受試者的條件推理能力的概況為何？二、接受形式邏輯課程後，受試者的條件推理能力有何改變？三、接受非形式邏輯課程後，受試者的條件推理能力有何改善？四、在教學處理後，三個不同組別的受試者在條件推理表現上有何差異，及其教學效果之大小？
根據文獻探討和研究問題，本研究提出六項研究假設：一、在前測中，正確答題的比例偏低。二、在前測中，具體題型的答題正確率高於抽象題型，也就是會產生內容效應。三、在前測中，肯定題型的答題正確率優於否定題型。四、在前測中，受試者會產生明顯的配合偏誤。五、形式邏輯課程對於增進受試者條件推理能力沒有太大的助益。六、非形式邏輯課程對於提升受試者條件推理能力較有效果。
除了形式邏輯課程有助於受試者條件推理能力之外，實驗的結論大致上都與研究假設相符。首先，在前測中，受試者在答題上會產生內容效應，以及選答配合偏誤的比率偏高。二、肯定題型比否定題型的正確率高。三、形式與非形式邏輯課程皆有助於增進成人條件推理能力。四、接受非形式邏輯課程的受試者在條件推理能力的改變上，明顯大於接受形式邏輯的受試者。五、在四種不同題型的實驗效果上，除抽象題型外，接受形式邏輯課程的受試者其實驗效果大於控制組，而接受非形式邏輯課程的受試者其實驗效果也大於控制組。
根據本研究的發現，針對成人教育機構、教師教學和未來研究提出若干的建議，希望有助於在成人教育機構中，邏輯課程的發展，教師教學的設計和未來研究的精進。
Teaching people how to reasoning has long been recognized as an important educational goal. Educational training in logic has been shown to improve adults’ ability to conditional reasoning. A major problem in teaching reasoning is what kind of method or programme as the way to teach conditional reasoning does seem to be more effective. This research tried to explore that different logic courses which enhance adults’ conditional reasoning competence.
This study compared the competence of conditional reasoning in two treatment groups of second-semester Chinese Air Force Academy senior students. In a quasi-experimental, pretest/posttest, and matched-group design, the treatment group A (n=23) took formal logic lecture, the treatment group B (n=23) attended informal logic course, and control group (n=23) received no instructional treatment. Each group was given the pretest and posttest for the adapted Wason’s selection task to measure levels of conditional reasoning ability.
The present research asked four questions. First, before logic training, what picture of adults’ conditional reasoning performance will be? Second, do students have different patterns of conditional reasoning competence that can be accounted for by attending formal logic course? Third, do students have different patterns of conditional reasoning ability that can be accounted for by receiving informal logic course? Fourth, after instructional treatment, does the different conditional reasoning performance between three groups exist?
According to literature review and the research problems, the hypotheses investigated in this study were: (1) There will be low correct answer in pretest. (2) In pretest, the correct rate of concrete version is better than abstract version. There will produce content effect. (3) The right answer of affirmative problem is more succeeded than negative one. (4) The matching bias effects are obvious. (5) The formal logic course is little or no use to facilitate adults’ conditional reasoning ability. (6) The informal logic course is helpful to increase adults’ conditional reasoning competence.
Results generally confirmed the original hypotheses despite the formal logic course an apparently opposite outcome. First, there were low correct answer, content effect and strong matching bias. Second, the right answer of affirmative problem was better than negative one. The correct answer of concrete problem was better than abstract one. Third, formal and informal logic course was significant predicator for felicitating adult’s conditional reasoning ability. Fourth, the students who accepted informal logic course were more succeeded than the students who attended formal logic course in increasing conditional reasoning competence. Fifth, with exception of abstract question, the experimental effect for four editions of question, the subjects who received formal logic course or who attended informal logic course were succeeded than the subjects of control group.
In accordance to the findings, this research proposed several recommendations for providers of adult learning, teachers and researchers. It would be useful for provider and teaching of adult learning in the field of conditional reasoning.
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