| Summary: | 博士 === 國立交通大學 === 工業工程與管理研究所 === 86 === The learning and transfer effects of an instructional model for falsificationist hypothesis-testing strategy was evaluated in the present study. Sixty-six college students were randomly assigned to three experimental conditions and received different instructions on hypothesis-testing strategy (falsificationist, verificationist, vs. control) with three system testing tasks. After instruction, learning effect was examined with two system testing tasks similar to those used at the instructional phase. A fault diagnosis task which was isomorphic to the learning tasks was used to examine the near transfer effect. A rule discovery task (10-20-30 task) similar to Wason''s 2-4-6 task was used to examine the far transfer effect. Results showed that instruction for the falsificationist strategy was effective on learning and near transfer. However, no far transfer effect was observed. Implications in cognitive process of hypothesistesting behavior and confirmation bias were discussed.
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