思考風格對功能固著與心向作用的影響--以探索式遊戲為例

Abstract

本研究之目的為探討在一個探索式的問題解決情境中，個體不同的「思考風格」程度是否對問題解決歷程中的兩個負面因素：「功能固著」與「心向作用」存在關聯和差異性。研究採觀察研究法及相關研究法，研究對象為高職一年級學生，問題解決情境則以「機械反斗城」遊戲(TOPIC_1)為實驗環境。 研究的四個主要目標為探討（一）個體的思考風格是否對整體問題解決歷程結果造成影響？（二）不同的思考風格在問題解決解決歷程中，是否對「功能固著」產生影響？（三）不同的思考風格在問題解決解決歷程中，是否對「心向作用」產生影響？（四）單高思考風格的個體在問題解決歷程中的「功能固著」與「心向作用」是否有差異？ 研究結果顯示： 1.在探索式遊戲歷程中，以立法風格對遊戲的結果最有正向的影響。立法風格高者，較容易在遊戲中過關。 2.思考風格與「功能固著」的相關性，以「立法型風格」與「功能固著」成顯著負相關，「立法型風格」越高者，其「功能固著」的程度越小。「行政型風格」與「功能固著」成顯著正相關，「行政型風格」越高者，其「功能固著」程度越高。但「司法型風格」與「功能固著」則無明顯關聯。而立法風格中，又以低立法風格與中立法風格的玩家分組功能固著程度顯著高於高立法風格玩家分組。 3.思考風格對心向作用影響，以「行政型風格」越高越容易在問題解決的探索過程中產生心向作用。但「立法型風格」與「司法型風格」無論在整體歷程或階段歷程與心向作用程度都無明顯關聯。 4.各單高思考風格分組來講，就「功能固著」而言，單高行政型>單高立法型；就「心向作用」而言，也是單高行政型>單高立法型，且達到顯著差異。但單高行政型與單高司法型、單高司法型與單高立法型之間則無顯著差異。

The present study aims at probing into the negative factors of the connection and differentiation between functional fixedness and set effect based on each individual thinking styles in exploratory game. Special research is made to deal with vocational senior high school freshmen from observation and relevance approach. In line with the study, the problem-solving situation involves Machine-Rus of TOPIC-1 as its experimental environment. The main goals of the research is to discuss the effects: (1)Do individual thinking styles influence the results of solving problems? (2)In the problem-solving process, do individual thinking styles influence functional fixedness? (3)In the problem-solving process, do individual thinking styles influence set effect? (4)In the problem-solving process, do functional fixedness and set effect make a difference to the individual with exclusive thinking style? Base on what I have explored above, the following findings are thus made: (1)In the process of exploratory game, the legislative thinking style has a positive effect on the game results. Students with high legislative thinking style pass a critical test in the game more easily. (2)Relatively speaking, there’s a connection between legislative thinking style and functional fixedness. Legislative thinking style has remarkably negative connection with functional fixedness. Students with higher legislative thinking style have lower level of functional fixedness. By contrast, executive thinking style has remarkably positive connection with functional fixedness. Students with higher executive thinking style have higher level of functional fixedness. On the other hand, judicial thinking style has no strong connection with functional fixedness. In terms of legislative thinking style, the player group with low legislative thinking style and intermediate one has apparently higher level than that with high legislative thinking style. (3)Concerning the effect on set effect, students with higher executive thinking style show stronger set effect in the problem-solving process. On the contrary, legislative and executive thinking styles have no strong connection with set effect. (4)From exclusive-thinking-style player group’s viewpoints, as far as functional fixedness is concerned, the exclusive executive thinking style is higher than the exclusive legislative one. By contrast, as far as set effect is concerned, the exclusive executive thinking style is even higher than the exclusive legislative one. There’s little difference between exclusive executive thinking style and exclusive judicial one, likewise there’s little difference between exclusive judicial thinking style and exclusive legislative one.