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題名:以二元編碼探討字母學習困難兒童符號辨識歷程之研究
作者:鄭翠娟
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:王文科
學位類別:博士
出版日期:2005
主題關鍵詞:二元編碼論自我編碼自我語言替代唸名
原始連結:連回原系統網址new window
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本研究主要目的有二: 一、探討符號學習困難者應用自我語言,學習對辨識困難的符號進行自我編碼的技巧,以增進英文字母的學習成效。二、建構符號二元編碼論的動態評量模式,應用符號學習困難者對字母自編的語碼為中介變項,以評估符號辨識困難者的二元系統運作歷程與結果。觀察評估項目包含:(一)符號非語文系統記憶(二)符號學習困難者,運用二元系統相互的參照運作方式學習效果,比二元系統直接表徵的運作方式好。(三)符號語文系統記憶,如:符號形碼、音碼、語碼的記憶診斷。
本研究採用單一受試研究方法進行探討。用直接的方式來證實函數關係。研究者隨自變項與依變項之間的函數關係,構成重要個案研究。以自我語言進行自我編碼策略學習為複合自變項:由個體唸名反應評量其記憶表現,以檢視個體的二元系統相互參照運作的結果為依變項。受試者為兩名國小四年級兒童男、女各一,經診斷為疑似學習障礙,目前正接受資源班國語、數學補救教學。實驗共進行九次教學與二元編碼動態評量。實驗結束後訪談受試者及其級任老師,以進行觀察結果三角驗證。結果發現:
一、二元編碼動態評估模式用於評估診斷符號學習困難兒童的認知歷程是可行
的。二位受試者的二元系統運作方式特徵及結果,與二元編碼論的主張是一
致的。
二、從受試者替代唸名的反應歷程與結果,可以評估個體對符號訊息處理過程的
兩個記憶系統的運作方式與結果,並能呈現出個體的閱讀基本能力-符號表
徵能力的情況。
三、受試者以符號表徵直接聯結方式進行符號學習的記憶效果,較二元系統相互
參照運作方式為低。
四、受試者所編的字母語碼,可作為評估受試者符號表徵能力學習歷程的中間媒介,且此策略有助於參與者的語文系統的運作思考並增進記憶。
五、本研究應用「自我語言」來學習「符號自我編碼」學習策略,可以評估受試
者字母符號辨識歷程,並促進學習效果。
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