雙義圖形為可引發多重解讀的特別圖像。於視覺傳達領域，設計師在圖像、插畫、標誌、廣告、海報中應用雙義圖形手法，以消除單調、避免規律性、引發觀賞者注意、表達圖像深層意義與達成說服與溝通之功能。本研究目的在探討不同性別國中八年級學生辨識雙義圖形在「語言文字」、「人物/動物」及「空間深度」類之差異。參與者為319名北縣就讀公立國中普通班學生；男學生佔169位，女學生共150人。在未告知圖形具備雙重意義之前提下，給予14-15歲學生觀看42張雙義圖形刺激物。參與者在兩秒內從螢幕上觀看完雙義圖形後，以30秒時間，填寫所看到之雙義圖形第一義及其他內容於問卷上。問卷以描述性統計及卡方檢定之量化方式分析，檢測變項間是否達到顯著差異。研究結果顯示：1. 多數青少年參與者在未告知圖像具備雙義下，傾向只辨識到圖形中的一種意義。2. 國中八年級女學生在兩秒內觀看完雙義圖形後，能辨識出雙義圖形內具有兩種不同圖像之能力，有高於國中八年級男學生之趨勢。3. 在語言文字方面，國中八年級女學生辨識到雙義圖形內具語言文字圖像的能力，有高於國中八年級男學生之趨勢。4. 在人物/動物辨識方面，國中八年級女學生，能辨識到雙義圖形中具有人物/動物圖像的能力，有高於國中八年級男學生之趨勢。5. 國中八年級男、女學生辨識具空間深度之雙義圖形，無顯著差異。冀望研究結果，可提供設計業界瞭解不同性別消費者視覺習慣；及做為國中視覺藝術科教師瞭解男、女學生視覺辨識差異之參考。

Ambiguous figures are special images that can give rise to multiple interpretations. Visual art designers create ambiguous figures in icons, illustrations, logos, advertisements, and posters. This way avoids monotony and regularity, attracts viewers’ attention, expresses the deep meaning of the image, as well as reaches the goal of persuasion and communication. The purpose of this study was to explore the differences between eighth -grade male and female students in recognizing ambiguous figures categorized into three types: linguistic character, human/animal figure, and spatial depth. Participants were 319 junior high public school students (169 males and 150 females) enrolled in common class in Taipei County. Without being told the purpose of ambiguities, 14-15 years old students were presented with 42 ambiguous visual stimuli. Participants were asked to look at every image flashed on the computer monitor for 2 seconds, then to fill out a questionnaire immediately reporting the first and the other meanings of the ambiguous figure they saw in 30 seconds. The quantitative analysis of the questionnaires was conducted through descriptive statistics and chi-square analysis in order to detect significant differences among variables. The results of data analysis revealed that: (1) Most of the adolescent participants tend not to reverse ambiguous figures if they are not informed about the ambiguity of the figures. ( 2 ) Eighth-grade females have a higher sensitive tendency to recognize both ambiguous images than males, when each image was shown for 2 seconds. ( 3 ) When recognizing ambiguous figures with linguistic character, eighth-grade females have a higher sensitive tendency than males. ( 4 ) When recognizing ambiguous figures with human/animal figure, eighth-grade females have a higher sensitive tendency than males. ( 5 ) In the recognition of ambiguous figures with spatial depth, significant sex differences do not exist between eighth-grade males and females. The results could be useful to junior high school visual art teachers and designers with a better understanding of how different sexes perceive two interpretations of ambiguous figures.

一、中文部分

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