中心館藏網址 http://tulips.ntu.edu.tw/record=b2222695*cht

[ 摘要 ] 摘 要
本研究旨在探討原住民與非原住民國小六年級男女學童的主要認知風格、推理表現與問題解決表現是否有顯著的不同；又，不同族籍別的男女國小學童的推理表現與問題解決表現，是否會依學童的主要認知風格的差異而有所不同，另外，其認知風格、推理表現與問題解決表現之間的相關情形為何？本研究以桃園縣平地國小六年級原住民與非原住民學童為研究對象，第一階段以393名有效樣本進行「團體嵌圖測驗」及「瑞文式標準圖形推理測驗」來了解受試學童的認知風格類型與推理表現的差異情形，第二階段在經過性別、族籍別、認知風格、時間作業情境的平衡配對後，以120名受試樣本進行研究者自編之「問題解決測驗」。研究資料以相關分析、多元逐步迴歸分析、變異數分析、共變數分析等方法來進行，研究結果發現：
1、相較之下，問題解決能力與認知風格間的關係似乎較與推理能力間的關係還要密切。
2、認知風格的差異並不存在性別當中，只存在族籍別當中。原住民籍與非原住民籍受試學童在認知風格上有顯著的不同，原住民籍受試學童傾向場地依賴的認知風格類型，非原住民籍學童較傾向場地獨立型的認知風格類型。
3、在未考慮認知風格因素的影響下，非原住民籍受試學童在「瑞文式標準圖形推理測驗」上的推理表現顯著優於原住民籍受試學童的表現；但，加以考慮認知風格因素的影響後，則族籍別間未有顯著差異。
4、不論性別、族籍別為何場地獨立型受試學童的推理表現、問題解決表現均顯著優於場地依賴型受試學童。
最後依此研究發現提出討論與建議，以做為教學及未來進一步研究之參考。

[ 英文摘要 ]
The Study of the Relationship among Cognitive Style, Reasoning Performance and Daily-Life Problem-Solving Performance in between Aboriginal and Non-Aboriginal Elementary Students─An Example in Regular Elementary Schools in Tauyen
Li-Hui Lin
Abstract
The main purpose of this study is to investigate possible differences between aboriginal and non-aboriginal elementary students in cognitive styles, reasoning performance, and daily-life problem-solving performance. This study is also designed to explore the relationship among cognitive styles, reasoning performance, and daily-life problem-solving performance, and to examine if the performances of reasoning and daily-life problem solving being a function of cognitive styles. The subjects of this study were aboriginal and non-aboriginal sixth-grades students of regular elementary schools in Tauyen. In the first stage of this study, 393 subjects were asked to perform the Group Embedded Figures Test（GEFT）and Standard Progressive Matrices（SPM）to understand their cognitive styles and reasoning performance. In the second stage, 120 out of 393 students in the first stage took a daily-life problem-solving test after counterbalance in sex, races, cognitive styles, and time conditions of the cognitive style task. The data were analyzed by correlation, multiple regression analysis, 3-way ANOVA, and 3-way ANCOVA.
The main findings of this study are as follows：
1.The correlation between problem-solving ability and cognitive style is stronger than that between problem-solving ability and reasoning ability.
2.No sex difference was found in cognitive styles. Yet, Different cognitive style tendencies were found in aboriginal students compared to non-aboriginal students, in which more aboriginal students were categorized as a field-dependence cognitive style and more non-aboriginal students were categorized as a field-independence cognitive style.
3.Without considering the influence of cognitive style, non-aboriginal students performed better than aboriginal students in SPM. Yet, undertaking the influence of cognitive style, no race difference was found.
4.No matter what sex and race is, the field-independence cognitive style students performed better than field-dependence cognitive style students SPM and GEFT.
Finally, according to the results, further instructions and suggestions for future research were addressed.