信息外部表征形式对初中生学习决策框架效应的影响

摘要/Abstract

摘要： 333名初中生被分配到基于描述表征的两种条件下,分别对获得框架与损失框架下的风险回避类与风险寻求类学习时间选项进行抉择,以探讨信息外部表征对学习决策框架效应的影响.结果表明:1)在基于描述表征的条件下,学习决策领域中存在框架效应,但有其领域特殊性,被试在获得框架中无明显决策偏向,但在损失框架中的决策明显偏向风险寻求.2)在基于经验表征的条件下,学习决策不存在框架效应.无论是在获得框架还是损失框架中的学习决策均不存在明显的偏向.

关键词: 信息外部表征, 学习决策, 框架效应, 初中生

Abstract: Two experiments with different kinds of information representations were conducted to demonstrate the consistency in the choice reversal between a risky and a less risky option of an equally expected value which were described in positive terms(gain framing) or in negative terms(loss framing).Three hundred and thirty-three middle school students were distributed into the first experiment with description-based representation and the second experiment with experience-based representation to make learning decisions in gain framing or loss framing.The results showed that:1) in the first experiment,there was a choice reversal where almost half the subjects who were given the positively framed version of the task selected the option with a certain outcome,whereas the majority of subjects who were given the negatively framed version selected the risky option.2) In the second experiment,there was no such choice reversal between a risky and a less risky option described in either gain framing or loss framing.In conclusion,there was a framing effect in the first experiment with description-based representation,whereas there was no framing effect in the second one with experience-based representation.The inconsistency of choice reversal in the two experiments implied the significant influence of external information representations on the framing effect in the learning decision-making.

Key words: external information representation, learning decision-making, framing effect, middle school students

中图分类号:

G442

刘儒德, 宋灵青, 和美君, 张俊, 袁稹. 信息外部表征形式对初中生学习决策框架效应的影响[J]. 心理发展与教育, 2010, 26(6): 606-611.

LIU Ru-de, SONG Ling-qing, HE Mei-jun, ZHANG Jun, YUAN Zhen. The Effects of External Information Representation on Framing Effect in Learning Decision-Making[J]. Psychological Development and Education, 2010, 26(6): 606-611.

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