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E87006
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003
台灣地區藝術科系與非藝術科系學生對「錯視圖形」的反應及其誤差
A Survey on Response and Error Ratio of Optical Illusory Figures between Art Students and Non-art Students in Taiwan
1.楊清田
1.Tsing-ty Yang
1.國立台灣藝術學院工藝學系
1.Department of Crafts, National Taiwan College of Arts
001,002,003,004
1.國立台灣藝術學院工藝學系
1.Department of Crafts, National Taiwan College of Arts
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1997-08-01
A.14 計畫執行期間(訖):1998-07-31
A.16 收到日期:1998-11-27
3
1

2650


2650
004
01
C.2 聯絡日期:1999-01-13
2
1.國立台灣藝術學院工藝學系
1.Department of Crafts, National Taiwan College of Arts
1
C.7 資料公開日期:1998-08-01
2
008
2
1
1
1
2
3
3
001
1,2
1.台灣
2.非美術科系生
3.美術科系生
4.錯視
5.藝術科系
1.Art Department
2.Fine Art Student
3.Non-fine Art Student
4.Optical Illusion
5.Taiwan
本研究的目的,旨在探究台灣地區的學生(暫定高中以上)對於「錯視圖形」的認知狀況,並測試其錯視程度,以建立本土性的相關資料。以幾何學錯視為中心,大小 錯視圖形為範圍,選定繆拉.里亞等圖形為對象,採用問卷調查法進行;先設計系列之錯視相關圖形,分別包括標準圖形與經過大小修正的多組圖形,供受試者觀察 與選擇,再經由樣本的統計、分析發現其結果。另外,也附帶對錯視教學的認知狀況作調查。 根據實驗結果發現,國人(包括美術科系與一般科系學生)對於繆拉里亞、狄爾伯夫、彭佐等幾何學圖形,均具有普遍的錯視現象。其中以繆拉里亞圖形(標準型) 的錯視程度最高;其次為狄爾伯夫、彭佐圖形。三類圖形之平均錯視率約為11%,應屬相當顯著。在個別圖形方面,繆拉里亞的「聯結標準型」,過大視達 19.3%,居各型之冠。而在藝(美)術科系與非藝(美)術科系學生之間,對上列錯視圖形的錯視差異並不大。一般而言,美術相關科系學生的錯視量,有略高 於一般科系學生的趨勢,但平均相差約僅0.5%左右,幅度相當有限。其中也出現某些低於一般科系學生的錯適量,顯示兩者的錯視現象並無絕對的穩定差異。 在錯視圖形的學習認知方面,一般狀況不甚理想:(1) 學習或認知程度普遍不高;(2)學習或接觸的來源大多來自「專業課程」,一般接觸機會不普遍;(3)供應的圖形內容不夠廣泛,一般只對「幾何學錯視圖形」 較有認識,其他則所知有限; (4) 對錯視圖形的印象大多感覺「有趣」或「奇怪」,好奇心與學習的興趣尚濃厚;(5)對現有教材大多感覺不足,亟待補充。以上狀況,在美術與非美術科系族群 間,具有很大的差異,包括認識程度、感覺、教材的充實度、專業圖書的接觸以及圖形判斷的難易度…等,美術相關科系學生大多明顯高於非美術科系生,可見錯視 圖形的教學與認知成效,專業屬性的色彩很強烈。

The primary purpose of this study is to investigate the recognition of optical illusory figures among students (high school or college students) and to test the degree of illusion to establish national relative information. This survey focuses on geometric illusion and adopts the questionnaires with Muller-Lyer\'s figures. A series of illusory relative figures including standard figures and a variety of revised figures are designed to let the testers observe and choose. The results are concluded through the statistics of samples and analysis.In addition, this study also investigates the recognition state of teaching on optical illusory figures. According to the results of experiments, students all have illusory phenomena to Muller-Lyer, Delboeuf and Ponzo\'s figures, especially for Muller-Lyer\'s figures. The average illusory ratio is about 11%. It is pretty high. Among individual figures, the exceeding large ratio of Muller-Lyer\'s \"Linking Standard Type\" is about 19.3% . This exceeds all the other types. There is no clear difference between art students and non-art students to the above illusory figures. Generally speaking, the illusory amount of students of fine-arts department is a little higher than the illusory amount of general students, but the ratio is limited about 0.5 %. Sometimes the lower illusory amount appears in the fine-art students, so there is no absolutely stable difference about illusion between art students and non-art students. Concerning the learning recognition of illusory figures, there are five situations: (1) The level of learning or recognition is not high. (2) The source of learning or contact mostly comes from professional courses. (3) The contents of the provided figures are not wide enough to offer a lot of illusory information. Many people just contact geometric illusory figures. (4) Being interesting and curious are students\'impressions to the illusory figures. (5) The current teaching materials need to be revised and enlarged. The great difference can be found between the art group and non-art group about the points mentioned above. Basically fine-art students have better response with respect to recognition, feeling, abundance of teaching materials, contact of professional books and judgment of the figures. Therefore, it is rather professional regarding the teaching and recognition effects of illusory figures.

D.16 完成檢誤日期:1999-05-21
D.17 預定釋出日期:1999-06-30
D.18 初次釋出日期:1999-06-30
D.19_1 最新版釋出日期:1999-06-30
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10.6141/TW-SRDA-E87006-1
http://efenci.srda.sinica.edu.tw/webview/index.jsp?object=http://efenci.srda.sinica.edu.tw:80/obj/fStudy/E87006
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