論點立場與品質對高中生論點贊否反應影響的意識處理機制

The conscious mechanisms of the influences of argument position and argument quality on seniorHigh school students' argument agreement disagreement responses

在日常生活或教育情境中，人們常常會對接觸到的論點進行贊成或反對的判斷，以往有許多研究在針對與此議題相關的溝通現象進行探討。先前的研究顯示，論點立場與品質是影響個體對論點做出贊成或反對判斷的主要因素（若論點與個體自身立場一致或有道理，會引發贊成傾向），然而卻甚少有研究針對「論點立場與品質對論點贊否判斷的影響屬於意識或自動化處理？」的問題進行深入探討。因此，本研究試圖由「能否覺察？」、「能否控制？」及「所需認知資源多寡？」等三種區分意識與自動化處理的指標，針對論點立場與品質兩種論點性質影響路徑的意識或自動化處理本質進行檢驗。實驗一以64 名高中生為對象，發現參與者可以覺察到自己對論點的贊否判斷會受到論點立場的影響，而且在實驗者對其進行監控提醒後（提醒其要公正客觀地進行判斷），也能夠修正依據論點立場進行判斷的傾向；然而，參與者雖然可以覺察到自己的判斷會受到論點品質的影響，但在經過監控提醒後，並未能提升其依據論點品質進行判斷的傾向。實驗二在調整實驗一的方法後，在73 名高中生的研究結果中發現論點立場與品質的影響分別會被監控提醒所修正或促進。實驗三以96 名高中生為對象，顯示參與者可覺察論點立場與品質的影響，且此影響也會被分心作業所干擾。整體而言，多數結果支持論點立場與品質的影響屬於意識處理，本研究據此進行討論，並提出結果應用及未來研究建議。

People often make “agree or disagree”judgments on arguments in daily life and education settings. Researches have been exploring the communication phenomena relating to this topic and several studies indicated that the position and quality of an argument would influence whether people agree with it (when an argument is compatible with prior beliefs or strong in quality， tendency to agree it is elicited)， but very few has examined the conscious/automatic essences of the processing routes this study aimed to examine. Sixty-four high school students were involved in Experiment 1 and it was founded that the influence of argument position on judgments was conscious processing as the participants were aware of such influence， and it could also be corrected by instructions which reminded the participants to monitor the judgments objectively (monitor reminding). However， although the participants were also aware of the influence of argument quality on their judgments， the results did not show facilitating effect of monitor reminding. After revising the procedures of Experiment 1， the Experiment 2 with 73 high school students found that the influences of argument quality and position could be respectively corrected or facilitated by monitor reminding. The results of Experiment 3 with 96 high school participants indicate that both influences of argument position and argument quality were conscious processing inasmuch as the influences were interfered by distraction task and the participants were aware of the influences. Based on the research findings， possible implications for educators and suggestions for future research are provided.