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題名：工作記憶對國小五年級不同理解能力學童的區辨效果研究
書刊名：臺東師院學報
作者：周裕欽
作者(外文)：Chou, Yu-ching
出版日期：2000
卷期：11(上)
頁次：頁157-194
主題關鍵詞：工作記憶；短期記憶；閱讀理解；中央控制部門；聲韻迴路部門；視覺空間畫版；Working memory；Short term memory；Central executive；Phonological loop；Visuospatial sketchpad；Reading comprehension
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　　　　　工作記憶影響閱讀理解的現象，一直是近年來拼音文字系統所關注的焦點。然 而，這虎以拼音文字系統為研究對象的研究結果可否類化到中文讀者身上呢？國內雖有些研 究指出工作記憶容量高低是影響讀者理解表現的重要因素之一，但這些研究大多將焦點放在 整體工作記憶容量（曾世杰，民85；陳淑麗，86）或是中文句子的語法層次（許麗絹，民 86；陳貽照，民87），因此這些研究結果並無法推論各類工作記憶對不同閱讀能力群體的發 辨效果，也無法釐清閱讀低成就學童工作記憶缺陷是來自於判斷能力？暫存能力？亦或是上 述兩項能力均不足所致？本研究為澄清工作記憶各結構對中文閱讀理解的區辨效果以及閱讀 低成就學童工作記憶缺陷的主因，除了納入拼音文字系統所關注的「語文工作記憶」外，又 加入「視覺工作記憶」與「中央控制部門」，以期了解上述的兩點推論。綜合本研究結果發 現：(一)除了「視覺因素」之外，其餘「記憶更新廣度」、「語文工作記憶」、「記憶更 新抑制」等變項均可以有效區辨出不同閱讀能力的讀者。(二)低成就學童工作記憶缺陷的 成因臆測方面，本研究發現低成就學童的「短期記憶能力」與「兼容暫存與運作處理」的語 文工作記憶能力均明顯比不上一般學童的表現。建議未來研究可針對本研究結果設計更精密 的實驗方法，以釐清上述各認知成份和中文閱讀的因果關係。
　　　　　Working memory (WM) has been considered playing a crucial role in the processing of reading comprehension. However, the exact ways WN affecting Chinese reading comprehension were still controversial. This study aimed to investigate the discrimination effect between reading comprehension and working memory. Based on Baddeley's model, WM was decomposed to 3 sub-components, namely, the central executive, the phonological loop, and the visuo-spatial sketchpad, in this study. The researcher also explored the possibility whether the low reading achievers' WM deficits was accounted for by their limited processing ability of short-term storage. Sixty 5th graders participated in the study. In the first session, children took about 30 minutes to complete a Chinese reading comprehension test in group. The 2nd session took about 50-70 minutes. Children were required to complete a test battery including tests of verbal short-term memory, and central executive capacity. All tests were administered individually. The results indicated that (a) consistent with the 3 subcomponents in Baddeley's Working memory model, 3 factors could be distinguished statistically from the test scores; (b) low reading achievers suffered from the problems of processing efficiency as well as the limitation of verbal short term storage; In other words, they seemed to lack of a general problem concerning both concurrent processing efficiency and verbal information storage. The significance of the study and recommendation for further study were also discussed.
期刊論文
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4.Awh, E.、Jonides, J.、Reuter-Lorenz, P. A.(1998)。Rehearsal in spatial working memory。Journal of Experimental Psychology: Human Perception and Performance，24(3)，780-790。  new window
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6.So, D.、Siegel, L. S.(1997)。Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers。Reading and Writing: An Interdisciplinary Journal，9，1-21。  new window
7.Smith, E. E.、Jonides, J.(1997)。Working memory: A view from neuroimaging。Cognitive Psychology，33，5-42。  new window
8.Baddeley, A. D.、Logie, R.、Nimmo-Smith, I.、Brereton, N.(1985)。Components of fluent reading。Journal of Memory and Language，24，119-131。  new window
9.Swanson, H. L.(1994)。Short-term memory and working memory: do both contribute to our understanding of academic achievement in children and adults with learning disabilities?。Journal Of Learning Disabilities，27(1)，34-50。  new window
10.Baddeley, A.(1992)。Working Memory。Science，255，556-565。  new window
11.Swanson, H. L.(1999)。Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?。Journal of Experimental Child Psychology，72，1-31。  new window
12.Arthur, T. A.、Hitch, G. T.(1994)。Articulatory loop and children's reading。British Journal of Psychology，85(2)，283-301。  new window
13.Cantor, J.、Engel, R. W.、Hamilton(1991)。Short term memory, Working memory, and Verbal abilities: How do they relate?。Intelligence，15，229-246。  new window
14.Cowan, N.(1996)。Short term memory, Working memory, and their importance in language processing。Topics in language disorders，17(1)，1。  new window
15.de John, P. F.(1998)。Working memory deficits of reading disabled children。Journal of experimental child psychology，70，75-96。  new window
16.Hale, S.、Bronik, M. D.、Fry, A. F.(1997)。Verbal and spatial working memory in school-age children: Developmental differences in susceptibility to interference。Developmental psychology，33(2)，364-371。  new window
17.Healy, A. F.、McNamara, D. S.(1996)。Verbal learning and memory: Does the modal model still work?。Annual Review of Psychology，47，143-161。  new window
18.Henry, L. A.(1994)。The relationship between speech rate and memory span in children。International Journal of behavioral development，17(1)，37-56。  new window
19.Hulme, C.、Tordoff, V.(1987)。Working memory development: The effects of speech rate, word length and acoustic similarity on serial recall。Journal of experimental child psychology，47，72-87。  new window
20.La Pointe, L. B.、Engle, R. W.(1990)。Simple and complex word spans as measures of working memory capacity。Journal of experimental psychology: Learning, Memory, and cognition，16，1118-1133。  new window
21.Lehto, J.(1995)。Working memory and school achievement in the ninth form。Educational psychology，15，271-281。  new window
22.Lehto, J.(1996)。Are executive function tests dependent on working memory capacity?。The quarterly journal of experimental psychology，49(1)，29-50。  new window
23.Morris, N.(1987)。Exploring the visuo-spatial scratch pad。The quarterly Journal of Experimental psychology，39(3)，409-430。  new window
24.Morris, N.(1989)。Spatial monitoring in visual working memory。British Journal of Psychology，80，333-349。  new window
25.Rosen, V. M.、Engle, R. W.(1998)。The role of Working memory capacity in retrieval。Journal of Experimental psychology: General，126(3)，211-227。  new window
26.Salway, A. F. S.、Logie, R. H.(1995)。Visuospatial working memory, movement control and executive demands。British Journal of Psychology，86(2)，253-270。  new window
27.Shah, P.、Miyake, A.(1996)。The seperability of Working memory resources for Spatial thinking and language processing: An individual differences approach。Journal of Experimental psychology: General，125(1)，4-27。  new window
28.Smith, M. M.、Scholey, K. A.(1996)。The relationship between articulation time and memory performance in verbal and visuospatial tasks。British Journal of Psychology，87(2)，179-192。  new window
29.Swanson, H. L.(1993)。Working memory in learning disability subgroups。Journal of experimental child psychology，56，87-114。  new window
30.Swanson, H. L.、Ashbaker, M. H.、Lee, C.(1996)。Learning-disabled readers' Working memory as a function of processing demand。Journal of experimental child psychology，61，242-275。  new window
31.Toms, M.、Morris, N.(1994)。Characteristics of visual interference with visuospatial working memory。British Journal of Psychology，86(2)，253-270。  new window
32.Tuner, M. L.、Engle, R. W.(1989)。Is working memory task dependent。Journal of memory and language，28，127-154。  new window
33.Van der Linder, M.、Serge, B.、Beerten, A.(1994)。Age-related difference in updating working memory。British Journal of Psychology，85(1)，145-153。  new window
34.Water, G. S.、Caplan, D.(1996)。The capacity theory of comprehension: Critique of Just & Carpenter(1992)。Psychological Review，103(4)，761-772。  new window
35.Water, G. S.、Caplan, D.(1996)。The measurement of verbal working memory capacity and its relation to reading comprehension。The quarterly journal of experimental psychology，49(1)，51-79。  new window
36.Daneman, M.、Carpenter, P. A.(1980)。Individual differences in working memory and reading。Journal of Verbal Learning and Verbal Behaviour，19，450-466。  new window
37.Baddeley, A. D.、Gathercole, S. E.、Papagno, C.(1998)。The phonological loop as a language learning device。Psychological Review，105(1)，158-173。  new window
38.Just, M. A.、Carpenter, P. A.(1980)。A Theory of Reading: From Eye Fixations to Comprehension。Psychological Review，87(4)，329-354。  new window
39.Rosen, V. M.、Engle, R. W.(1998)。Working memory capacity and suppression。Journal of memory and language，39，418-436。  new window
40.Just, M. A.、Carpenter, P. A.(1992)。A capacity theory of comprehension: Individual differences in working memory。Psychological Review，99(1)，122-149。  new window
41.鄭昭明(19811200)。漢字認知的歷程。中華心理學刊，23(2)，137-153。new window  延伸查詢new window
42.Kyllonen, P. C.、Christal, R. E.(1990)。Reasoning ability is (little more than) working-memory capacity?!。Intelligence，14(4)，389-433。  new window
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會議論文
1.黃秀霜、Hanley, J. R.(1994)。香港兒童學習拼音與否在語音知覺、視覺技巧與閱讀能力之差異比較。八十二學年師範學院教育學術論文發表會，181-208。  延伸查詢new window
研究報告
1.曾世杰(1997)。語言模式、語言產生效率、工作記憶與聾人的閱讀 (計畫編號：NSC-86-2413-H-143-002-G8)。  延伸查詢new window
學位論文
1.陳淑麗(1996)。閱讀障礙學童聲韻能力發展之研究(碩士論文)。國立臺東師範學院。  延伸查詢new window
2.陳貽照(1998)。影響中文多義詞在句中辨識程的因素：工作記憶容量或多義詞在語言中的比率(碩士論文)。國立臺灣大學。  延伸查詢new window
3.張漢宜(1996)。兒童音韻、聲調覺識,視覺技巧,短期記憶發展與閱讀能力之關係(碩士論文)。國立台南師範學院。  延伸查詢new window
4.許儷絹(1997)。語法、語用和工作記憶對理解中文句子的影響(碩士論文)。國立中正大學。  延伸查詢new window
5.蔡佳蓉(1991)。中文詞意觸接歷程中單字形碼、音碼的角色(碩士論文)。國立臺灣大學。  延伸查詢new window
6.洪慧芳(1993)。文字組合規則與漢語閱讀障礙--對漢語閱讀障礙學童的一項追蹤研究(碩士論文)。國立中正大學。  延伸查詢new window
7.陳姝嫈(1998)。叫名速度工作記憶與國語文能力相關研究(碩士論文)。國立台東師範學院。  延伸查詢new window
圖書
1.Gathercole, S. E.、Baddeley, A. D.(1993)。Working memory and language。Hove：Hillsdale。  new window
2.Baddeley, A. D.(1998)。Human memory: Theory and practice。Boston：Allyn & Bacon。  new window
3.Hulme, C.、Mackenzie, S.(1992)。Working memory and severe learning difficulties。Hove：Lawrence erlbaum associates。  new window
4.Logie, R. H.(1995)。Visuo-spatial working memory。Hove：Lawrence Erlbaum associates。  new window
5.Baddeley, Alan D.(1986)。Working Memory。Oxford University Press。  new window
6.Mayer, Richard E.、林清山(1992)。教育心理學：認知取向。臺北：遠流出版社。  延伸查詢new window
圖書論文
1.曾世杰(1996)。閱讀障礙：研究方法簡介。語言病理學基礎。臺北市：心理。  延伸查詢new window
2.曾世杰(1996)。閱讀低成就學童及一般學童的閱讀歷程成份分析研究。八十五學年度師範院校學術論文集。  延伸查詢new window
3.方聖平(1982)。中文呈現的方式與位置在序列記憶中的交互作用。中國語文的心理學研究。  延伸查詢new window
4.Baddeley, A. D.(1996)。The fractionation of working memory。Proceedings of the National Academy of sciences of the United States of American。  new window
5.Logie, R. H.(1996)。The seven ages of working memory。Working memory and Human cognition。New York：Oxford。  new window
6.Richardson, J. T. E.(1996)。Evolving Issues in Working Memory。Working memory and Human cognition。New York：Oxford。  new window
7.曾志朗(1982)。論文字組合在閱讀歷程及認知能力間的關係：兼論中文閱讀研究在當代認知科學上的地位。中國語文的心理學研究。臺北：文鶴。  延伸查詢new window
 
 
 
 
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