靑年의 高次的 推理力發達과 過程技術, 統整部位 및 性과의 關係 = Multi-imensional traits of formal reasoning ability, and its relationships between science process skill, locus of control, and sex

다국어 초록 (Multilingual Abstract)

Piagetian stages of development of formal operational thinking imply that the construct "logical thinking" is a unitary trait. Recently the Piagetian theory of cognitive development and particularly the "unity" aspects of the "schemas" underlying the structure of logical thinking has become a controversial issue.
Piaget, as a genetic epistemologist, has focussed researchers on content-free strategies, developmentally based inechanisms, and structural models of each stages of reasoning. This content-free strategy has minimized the importance of what could be called such pratical factors as characteristics of the task, or role of the previous experience with the task content, etc.. Recently, this content-free strategy has been criticized to be incomplete. Accordingly, many researchers has called for redirection of research on reasoning.
The purposes of this study was to find whether the formal operational structure is a unitary trait or multi-dimensional ones and to investigate the science process skill, locus of control and gender as a possible mediating factors affecting performance on formal operational tasks.
Three hundreds and eighty one middle, high school and college students participated in the study. Piagetian Logical Operational Test(PLOT), Science Process Skill Test and Internal External Locus of Control Scale were administered. In order to see the factor structure of PLOT, the performance of PLOT was factor analyzed, and Varimax Rotation on seven principal component factors was applied. The data of the present study have yielded at least six or seven independent factors. On the basis of these findings, we could definitely conclude that whatever is the trait measured by PLOT, it is not a unitary in nature.
It has been also appeared that the strongest predictor of formal reasoning was science process skill. Formal reasoning ability was slightly, but positively, related with sex and age (grade), but no any significant relationship between formal reasoning ability and sex was found. Males generally performed better than females on PLOT. However, it is unclear whether this sex difference reflects a difference in competence or performance.

목차 (Table of Contents)

• <目次> = 39
• Ⅰ. 序 論 = 309
• 1. 硏究의 必要性과 目的 = 309
• Ⅱ. 理論的 背景 = 311
• 1. 認知構造에 대한 單一構造論과 多元的構造論 = 311
• 2. 過程技術과 認知發達 = 313
• 3. 統整部位와 認知發達 = 315
• 4. 性差와 認知發達 = 316
• 5. 本 硏究의 問題와 假說 = 317
• Ⅲ. 硏究方法 = 317
• 1. 硏究對象 = 317
• 2. 硏究道具 = 318
• 1) 삐아제형 論理操作檢査(PLOT) = 318
• 2) 過程技術尺度 = 318
• 3) 統整部位尺度 = 319
• 3. 硏究節次와 資料分析方法 = 319
• Ⅳ. 硏究結果와 論議 = 320
• Ⅴ. 結 論 = 328
• 參考文獻 = 329
• <附錄Ⅰ> = 333
• <附錄Ⅱ> = 350
• Abstract = 359