本研究以不同領域的設計學習者爲對象，探討學習心理之認知、動機與行爲構面，對促發學習者想像的影響、在性別、年級與課程等變項，以及在不同學習階段中對促發想像的差異。本研究經文獻分析，以學習心理之認知、動機與行爲等構面設計自評問卷工具。研究結果編擬出初步的評測工具，首先發現學習心理在設計學習領域，對促發想像的影響，認知與行爲構面之間有密切的關係，並形成因素聚歛；動機構面的情緒感受因素，亦在設計學習者族群，形成較獨立的影響因素，進而歸納影響設計學習領域想像促發之主要因素包含：「認知生產」、「雛型檢視與後設思考」、「情緒感受」、「促發性動機」，以及「效能性動機」等5個因素。其次，性別、年級與課程等變項，在不同學習階段對促發想像的關係，有待更進一步的探究。第三：不同學習階段，學習心理的不同因素，對促發想像的影響存在顯著差異。本研究具體貢獻在於，運用科學的方法，探究學習心理對促發設計領域學習者想像的可能因素，提供一般想像能力到領域特定想像能力培養之研究基礎，並初步探討相關變項的可能影響，未來透過對想像能力的發展與演化探究，將能爲型塑設計專業所需的想像力提供建議。

This study aims to explore the three learning psychological facets of cognition, motivation, and behavior on priming role with variation in gender, age and course. It also will examine the effects on the imagination at different learning stages. The study selected design learners from different fields as the subjects of study and designed a self-report questionnaire according to the three facets of learning psychology. The results of this study include not only one evaluative questionnaire but also three evaluations' worth of summaries of the study's findings. First, the three facets of learning psychology converge on five factors that have the most profound influence on imagination stimulation: cognition generation, prototype viewing and meta thinking, feeling and emotion, priming motivation, and performance motivation. Second, the influences of gender and age, as well as course at each learning or design stage, need additional exploration. Third, the three facets of learning psychology result in significant differences at the original and final learning or design stages. The study used the scientific method to explore and declare that we should pay more attention to students' abilities of general and specific domain imagination as well as related influence factors. Through investigating imaginative development, the researchers may then shape the imagination capability needed for design professionals.