사전신념, 인식론적 신념과 비형식 추론 과제에서의 편향적 추론

국문 초록 (Abstract)

탐색적 성격이 강한 이 연구는 ‘우수한’ 논증적(argumentative) 사고의 부재를 반영하는 편향적 추론 이 개인이 가지는 신념(쟁점 사항에 대한 사전입장, 인식론적 신념)에 의해 예측(또는 통제) 가능한지를 살펴보았다. 교직을 이수하는 대학생들에게 익숙한 이슈인 ‘체벌’과 ‘통합교육’에 대해, 어떤 이유로 이를 찬성하고 반대하는지를 질문하고, 생성된 추론을 근거(이유)의 관련성 및 타당성 측면에서 분석하였다. 자신의 입장을 지지하는 이유(myside reasoning)와 반대 입장을 지지하는 이유(otherside reasoning)간의 양적 및 질적 수준의 차이를 입장 편향(myside bias)으로 정의하고 이러한 편향을 예측 하는 변인을 탐색한 결과, 사전신념이 강할수록 편향의 정도가 높은 것으로 나타났지만, 인지능력이나 인식론적 신념은 전반적으로 관련이 없는 것으로 나타났다. 반면, 인식론적 신념의 하위 요소 중 지식획득과 학습행동에 대한 신념은 추론의 질을 예측하는 것으로 나타났다. 즉, “지식이란 권위있는 전문가에 의해 형성된다”는 신념을 가질수록 자신의 입장에 대한 추론의 수준이 낮으며, “학습이란 노력을 통해 이해의 폭을 넓혀가는 점진적인 과정”이라는 신념을 가질수록 반대주장에 대한 타당한 이유나 근거를 제시하는 경향이 높은 것으로 나타났다. 연구결과를 기반으로, 편향적 추론의 극복에 기여하는 심리 내외적 변인들을 밝혀줄 추후 연구에의 시사점이 제시되었다.

다국어 초록 (Multilingual Abstract)

This exploratory study investigated whether the ability to decouple prior opinions from the generation of arguments would be predicted by cognitive abilities and epistemological beliefs. One hundred eighteen pre-service teachers enrolled in a required course in education were asked to generate arguments both for and against the position they later endorsed on two separate issues, punishment in schools and integrated education. The arguments generated were evaluated in terms of their relevancy and soundness. Participants generated more myside arguments than otherside arguments on one of the two issues. Their reasoning were superior on myside arguments than on otherside arguments on both issues, indicating a myside bias effect. On the punishment issue, the degree of prior beliefs was associated with the extent of myside bias. Differences in cognitive abilities and epistemological beliefs were not correlated with differences in myside bias. Beliefs in learning behavior and knowledge acquisition among sub factors of epistemological beliefs were associated with the quality of reasoning. Students who believed more in authority of experts were less likely to generate myside arguments at a deeper level whereas students who believed more in gradual learning were more likely to generate otherside arguments at a deeper level. Based on the results, implications for future research which could identify the psychological and/or contextual variables contributing to overcoming myside bias were suggested.

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