CAJ | 학술논문

根据前期实验结果提出了对知识获取过程中推理偏差原因的一个解释模型。承认认知结构中存在两个系统，其中启发式系统自动形成一种关系直觉，当要求回溯时系统会主动寻找原因，个体才可能发现偏差。分析式系统把推理内容按重要性分解后进行不同程度的加工，对推理重要的部分只有在后期加工中才能得到理解；随后产生若干个近似的虚拟任务，根据比较结果作出反应；与此同时对任务完成情况进行评估，如果认为没有圆满完成任务，就会体验到推断偏差。这一模型对于教育教学具有一定的启迪价值。
근거전기실험결과제출료대지식획취과정중추리편차원인적일개해석모형。승인인지결구중존재량개계통，기중계발식계통자동형성일충관계직각，당요구회소시계통회주동심조원인，개체재가능발현편차。분석식계통파추리내용안중요성분해후진행불동정도적가공，대추리중요적부분지유재후기가공중재능득도리해；수후산생약간개근사적허의임무，근거비교결과작출반응；여차동시대임무완성정황진행평고，여과인위몰유원만완성임무，취회체험도추단편차。저일모형대우교육교학구유일정적계적개치。
Based on the previous experiments ,a possible model has been proposed in the paper in order to explain the reason why it is deviated during the process of knowledge acquisition .When a learner is faced with the reasoning questions ,the two systems ,heuristic system and analytic system ,are automatically ac-tivated .The heuristic system would produce such intuition automatically ,and he would find deviation when asked to recall the reasoning process .The analytic system would divide reasoning content into sever-al parts according to its importance .The parts of the content are respectively processed in a different de-gree .The important parts are understood during latter processing period while the less important parts are done during early period .T hen the system has brought several similar assumptive tasks and compared the most satisfied task with the real options ,then response according to the comparison .At the same time the analytic system would evaluate the status quo of accomplishment .When individual thinks that he put across the assumptive tasks ,he would feel deviation .The model has enlightenment on pedagogical meaning .