Effects of Goal Instructions, Strategy, and Role Assignment on Reducing My-Side Bias When Writing Arguments: —目標提示に伴う方略提示と役割付与の効果に着目して—
Effects of Goal Instructions, Strategy, and Role Assignment on Reducing My-Side Bias When Writing Arguments: —目標提示に伴う方略提示と役割付与の効果に着目して—
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目标说明、策略和角色分配对减少撰写论证时我方偏见的影响：—重点关注伴随目标呈现的策略呈现和角色分配的效果—
DOI：
10.5926/jjep.63.121
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发表时间：
2015
影响因子：
--
通讯作者：
Ryosuke Onoda
中科院分区：
文献类型：
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作者：
Ryosuke Onoda
我的偏向是指倾向于产生更多的理由支持一位ʼS自己的立场，而不是另一位ʼS的立场。本研究考察了目标指导与策略和角色分配在减少论点写作中的偏向方面的作用。在先导研究中，认为读者持相反立场的四年级学生比对照学生产生了更多的反驳。然而，他们没有引起反驳。在主要研究中，小学五年级学生(N=90)在3种不同的条件下写论题：(A)控制条件：给学生提供产生更多反驳和反驳的目标；(B)策略条件：给学生提供这些目标和实现这些目标的策略；(C)角色分配条件：给学生相同的目标和策略，并指导他们像记者一样写作。策略和角色分配条件下的学生比控制条件下的学生产生了更多的反驳。这些结果表明，策略指导减少了学生在写论点时的偏向。此外，角色分配条件下的学生参考了更多的证据来证明他们支持的位置优于策略条件下的学生。
“My-side bias”refers to the tendency to generate more reasons in favor of oneʼs own position than the other sideʼs position. The present study examined effects of goal instructions with strategies and role assignment on reducing my-side bias when writing arguments. In the pilot study,the fourth-grade students who assumed that their readers had an opposing position generated more counterarguments than the control students did. However,they did not generate rebuttals. In the main study,fifth grade elementary school students ( N ＝90)wrote arguments in 3 different conditions:(a)control condition:students were given the goal of generating more counterarguments and rebuttals;(b)strategy condition:student were given those goals and a strategy for accomplishing the goals;and(c)role assignment condition:students were given the same goals and strategy, plus instructions to write like a journalist. Students in the strategy and role assignment conditions generated more rebuttals than the students in the control condition did. These results suggest that the strategy instruction reduced my-side bias when the students were writing arguments. In addition,the students in the role assignment condition referred to more evidence to prove that the position that they supported was superior to the opposing position than the students in the strategy condition did.