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題名：圖形思考智能測驗的發展
書刊名：測驗學刊
作者：朱錦鳳 引用關係
作者(外文)：Ju, Gin-fon
出版日期：2003
卷期：50:1
頁次：頁25-46
主題關鍵詞：圖形思考智能測驗；點線描繪；形狀組合；方格分解；Figure reasoning intelligent test；Line drawing；Color & shape；Square combination
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0)
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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，各分測驗時間限制為兩分鐘，是一份能力兼速度特性的團體測驗。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、施測時間短及能評量智能程度等四大特色，但又不與國內現有測驗重複的團體智力測驗。結果發現點線描繪分數與速度、確度及社會成熟度有闕，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。方格分解分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推理測驗分數亦違顯著正相關。因此本研究推論圓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及觀察敏銳度有關，這有待後續更多相關研究證實。
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 abi1ity 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.
期刊論文
1.Spearman, C. E.(1904)。"General intelligence" objectively determined and measured。American Journal of Psychology，15(2)，201-293。  new window
2.Arbuthnot, J.、Grenfeld, L.(1969)。Field Independence and Educational-Vocational Interests。Journal of Consulting and Clinical Psychology，33(5)。  new window
3.Day, D. A.、McRae, L. S.、Young, J. D.(1990)。The Group Embedded Figures Test: A Factor Analytic Study。Perceptual and Motor Skills，70，835-839。  new window
4.DeRussy, E. A.、Futch, E.(1971)。Field Dependence-independence as Related to College Curricula。Perceptual and Motor Skills，33，1235-1237。  new window
5.Lusk, E. J.、Wright, H.(1981)。Differences in Sex and Curricula on Learning the Group Embedded Figures Test。Perceptual and Motor Skills，53(1)，8-10。  new window
6.Lusk, E. J.、Wright, H.(1981)。Note on Learning the Group Embedded Figures Test。Perceptual and Motor Skills，53(2)。  new window
7.Mruphy, H. J.、Doucette, P. A.、Kelleher, W. E.、Young, J. D.(1997)。The Group Embedded Figures Test: Undergraduate Business Concentration and Analytical Skills。Journal of Education for Business，73(1)，39-42。  new window
8.Osipow, S. H.(1969)。Cognitive Styles and Educational-vocational Preferences and Selection。Journal of Counseling Psychology，16(6)，534-546。  new window
9.Weissenberg, P.、Gruenfeld, L. W.(1966)。Relationships among Leadership Dimensions and Cognitive Style。Journal of Applied Psychology，50(5)，392-395。  new window
研究報告
1.Harold, S. W.(1983)。Making the Grade: School Achievement in Japan, Taiwan, and the Unite States。沒有紀錄。  new window
圖書
1.Witkin, Herman A.、Oltman, Philip K.、Raskin, Evelyn、Karp, Stephen A.(1971)。A Manual for the Embedded Figures Tests。Consulting Psychologists Press。  new window
2.陳榮華(1998)。陳氏非語文能力測驗。臺北市：中國行為科學社。  延伸查詢new window
3.Kelley, T. L.(1928)。Crossroads in the Mind of Man: A Study of Differentiable Mental Abilities。Stanford, CA：Stanford University Press。  new window
4.Karp, S. A.、Goodenough, D. R.、Faterson, H. F.、Dyk, R. B.、Witkin, H. A.(1962)。Psychological differentiation。New York, NY：John Wiley。  new window
5.賴保禎(1993)。賴氏人格測驗。臺北市：心理。  延伸查詢new window
6.路君約、盧欽銘、歐滄和(1994)。多因素性向測驗。臺北市：中國行為科學社。  延伸查詢new window
7.Guilford, J. P.、Hoepfeer, R.(1971)。The analysis of intelligence。New York：McGrow-Hill。  new window
8.Spearman, C.(1927)。The Abilities of Man。MacMillan。  new window
9.Guilford, J. P.(1967)。The nature of human intelligence。McGraw-Hill。  new window
10.許天威、蕭金土(1999)。綜合性非語文智力測驗。臺北市：心理。  延伸查詢new window
11.Williams, F. E.、林幸台、王木榮(1994)。威廉斯創造力測驗：指導手冊。臺北：心理。  延伸查詢new window
12.Educational Testing Service(2002)。Graduate Record Examination。Graduate Record Examination。Princeton, NJ。  new window
13.Sternberg, R. J.(1985)。General Intellectual Ability。Human Abilities: An Information-processing Approach。New York, NY。  new window
14.Witkin, H. A.、Dyk, R. B.、Fattuson, H. F.、Goodenough, D. R.、Karp, S. A.(1974)。Psychological Differentiation: Stidies in Development。Psychological Differentiation: Stidies in Development。New York, NY。  new window
15.俞筱鈞、黃志成(1990)。瑞文氏圖形推理測驗。瑞文氏圖形推理測驗。臺北。  延伸查詢new window
16.翁儷禎(1997)。推理思考測驗。推理思考測驗。臺北。  延伸查詢new window
17.胡秉正(1986)。多元性向測驗。多元性向測驗。臺北。  延伸查詢new window
18.路君約、陳榮華(1989)。非文字普通能力測驗指導手冊。非文字普通能力測驗指導手冊。臺北。  延伸查詢new window
19.路君約、簡茂發、陳榮華(1999)。區分性向測驗（DAT-V）。區分性向測驗（DAT-V）。臺北。  延伸查詢new window
 
 
 
 
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