逻辑课程学习对演绎推理中信念偏差效应的影响  

On the Impact of Logical Study upon the Belief Disparity in Deductive Reasoning

作　　者：姚志强[1] 

机构地区：[1]聊城大学教育科学学院,山东聊城252059

出　　处：《宁波大学学报（教育科学版）》2009年第2期46-51,共6页Journal of Ningbo University(Educational Science Edition)

摘　　要：运用结论评估的推理实验范式,以大学生为被试考察了逻辑课程学习对信念偏差效应的影响。研究结果初步表明,无论是时间推理问题还是三段论推理问题,逻辑课程学习对学生的逻辑推理成绩没有显著影响,也没有改变学生在推理中信念偏差效应的强度与表现模式。从本研究结果来看,信念偏差效应不仅与被试的逻辑推理能力有关,被试抑制无关信念的执行控制能力也是影响信念偏差效应的重要因素。The article, based on the inference paradigm of conclusion assessment, attempts to consider the impact of logical study on belief disparity in deductive reasoning by sampling subjects of college students. The results indicate that logical study of temporal inference and syllogism exerts no influence on students＇ deduction and no changes in intensity and models of belief disparity in reasoning. It also shows that belief bias is closely related to subjects＇ capacity in logical inference and of controlling irrelevant belief effects.

关 键 词：演绎推理 逻辑有效性 信念偏差效应 

分 类 号：G442[哲学宗教—心理学]