Adsit Dennis J, London Manuel
a Rath & Strong.
b SUNY-Stony Brook.
J Gen Psychol. 1997 Jan;124(1):19-34. doi: 10.1080/00221309709595505.
The extent to which hypothesis generation affects hypothesis-testing performance was examined in a rule-discovery task. One hundred eight undergraduates enrolled in introductory psychology were randomly assigned to conditions in which the participants, experimenter, other participants, or no one generated hypotheses before the participants were tested on three different tasks. Hypothesis-testing performance in the experimenter-supplied condition was significantly higher than in the other conditions, suggesting that generating a list of hypotheses does not in itself improve hypothesis-testing performance. Among participants who generated hypotheses, those who generated the correct hypothesis before beginning the testing were more likely to solve the problem, suggesting that poor hypothesis-generation abilities might be a barrier to hypothesis-testing performance.
在一项规则发现任务中，研究了假设生成对假设检验表现的影响程度。108名修读心理学导论课程的本科生被随机分配到不同条件下，在这些条件中，参与者、实验者、其他参与者或无人在参与者进行三项不同任务测试之前生成假设。实验者提供假设条件下的假设检验表现显著高于其他条件，这表明生成一系列假设本身并不能提高假设检验表现。在生成假设的参与者中，那些在开始测试前生成正确假设的人更有可能解决问题，这表明较差的假设生成能力可能是假设检验表现的一个障碍。
