| Summary: | 碩士 === 國立新竹師範學院 === 初等教育學系 === 84 === The purpose of this study is explore aborigine and non-
aborigine elementary students'''' reasoning performance under
different task conditions, and their strategy use in reasoning.
A 2(race) X 3(school district) X 2(grade) X 2(sex) X 2(task
condition) between-subject design was employed. Subjects were
96 aborigine and non-aborigine elementary students in fourth and
sixth grades. Half of the subjects were asked to perform the
Standard Progressive Matrices ( SPM ) under the standard
condition, and the other half of the subjects were asked to
perform SPM under the encouragement condition. The subjects
under the encouragement condition also had to speak out their
strategy use for each of the their judgments. Besides, all
subjects were asked to perform parts of the Non-word Ordinary
Ability Test, and their teachers were asked to give their
impressions of the students'''' achievement,IQ, and creativity.
The results of this study indicated that most of students under
the encouragement condition performed better than those under
the standard condition, except the non-aborigine boys whose
performances were not different under both conditions. More
importantly, race differences were found under the standard
condition for both male and female subjects; yet, race
differences were only found in females under the encouragement
condition. Subjects'''' SPM scores were highly correlated with the
number of the reasoning factors and with the number of the
reasoning types they use. On the basis of researcher''''s
observation, aborigine students tended to use whole-pattern
strategies; and, on the contrary, non-aborigine students tended
to structural and logical strategies. By using item-by-item
analysis, it was found that when units and items of the SPM
increased, subjects'''' SPM scores would decrease, their use of the
reasoning factors and types would increase at first and then
decrease, and their first-response time would increase.
Interestingly, it was found that most of teachers tended to
assess non-aborigine students were better than those aborigine
students in all of the achievement, IQ, and creativity aspects.
Furthermore, it was not surprised to find that males performed
better than females, and non-aborigine students performed better
than aborigine students in the Non-word Ordinary Ability Test.
Finally, implications of the results for course instructions and
suggestions for futureresearch are also addressed.
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