抄録
Forty-nine undergraduates observed two cars traveling in the same direction on a CRT display for various duration. They then chose the car that they believed had run longer, and gave the reason for their choice. There were three types of tasks. Correct judgment was possible for the first type, by logically applying either of two pieces of knowledge about duration: “duration equals temporal end point minus temporal start point” (Knowledge α) or “duration equals distance divided by speed” (Knowledge β). Knowledge α alone was useful for the second type, while only Knowledge β led to correct judgment for the third. Main results were as follows: (1) Undergraduates were more likely to use Knowledge α than β regardless of the types. (2) None of repeatedly making judgment, thinking about reasons for judgment, or receiving failure feedback was very helpful making participants become aware of necessity of using Knowledge β for the third type. (3) Only some 20% of undergraduates were able to use proper knowledge specifically required for each type.
