本研究旨在探討楷模類型(教師vs.同儕)及示範方法(次目標vs.嘗試法)對Logo程式設計學習成效、Logo問題解決策略在數學應用問題解題之轉移效果、及學習態度的影響。研究方法採用準實驗研究法，並以楷模類型、示範方法、性別及認知型態為獨立變數，Logo程式設計成就及數學應用問題解題成就為相依變數。資料之分析在Logo程式設計成就方面採變異數分析(ANOVA)，而在數學應用問題解題成就方面則採共變數分析(ANCOVA)，並以數學應用問題解題前測為共變數。
研究結果發現：(1)在Logo程式設計學習方面：就楷模類型而言，同儕楷模組比教師楷模組有更好的效果；就示範方法而言，嘗試法比次目標法有效；就性別而言，男生比女生有更好的表現；就認知型態而言，場地獨立組優於場地依賴組。(2) Logo問題解決策略在數學應用問題解題之轉移效果方面：不同的楷模類型與示範方法之間並無差異存在。(3)在學習態度方面：同儕楷模組比教師楷模組有更高的自我效能和學習動機。

This study examined the effect of type of model (expert model vs. peer model) and demonstrative method (sub-goal vs. trial-and-error) on students’ performance in Logo programming, learning transfer of Logo problem-solving strategies to mathematical word problems, and attitude toward learning. A quasi-experiment method was used with type of model, demonstrative method, gender, and cognitive style as independent variables for this study. ANOVAs were employed to analyze the differences between groups for Logo programming performance and ANCOVAs were conducted for analyzing the learning transfer performance of mathematical word problems with the pretest as covariant.
The results showed that (1) in Logo programming performance, peer-modeling group outperformed expert-model group, trial-and-error group outperformed sub-goal group, male outperformed female, and field-independent learners outperformed field-dependent learners, (2) in learning transfer of Logo problem-solving strategies to mathematical word problems, no difference was found for type of model and demonstrative method, and (3) in attitude toward learning, peer-model group showed higher self-efficacy and motivation than expert-model group.

吳裕益 (民76)：認知能力與認知型態個別差異現象之探討。教育學刊，7，51-98。
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