認知能力與認知型態個別差異現象之探討

本文主要目的是在分析認知能力及認知型態之個別差異現象，及其對教學效果之影響。 在認知能力方面，本文對智力的理論，遺傳與環境對智力的影響，智力之個別差異及智力測驗之公平性等問題詳加分析。 在認知型態方面，本文就認知型態之領域、「沉思／衝動」、「場地獨立／場地依賴」等不同認知型態及其對教學效果之影響詳加探討。 本文之主要發現可歸納如下： 1.智力測驗並不在測量天生之能力。 2.智力測驗過分強調語文能力。 3.不管兒童之智力有多少成份來自於遺傳，教育人員均須安排適宜之環境，使兒童能獲致最佳的發展。 4.場地獨立者對非人際的及抽象的刺激較感興趣。 5.場地依賴者之社會敏感度較高。

The purpose of this paper is to synthesize some of the literature on individual differences in IQ and cognitive styles. The major findings of this paper are as follows: 1. Intelligence tests do not measure “innate” or “natural” ability. 2. Intelligence tests are criticized for emphasizing verbal ability over other types of mental abilities. 3. Educators must be environmentalists and work to develop appropriate learning situations no matter how much of a child’s IQ comes from genetic factors. 4. Field-independent individuals show greater concern for more impersonal， abstract aspects of stimuli. 5. Field-dependent individuals reflect a considerable degree of social sensitivity. 6. There is evidence that cognitive style develops from socialization practices.