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題名：Working Memory, Language Production Rate, and Reading Comprehension of Chinese Deaf Readers
書刊名：特殊教育研究學刊
作者：曾世杰 引用關係
作者(外文)：Tzeng, Shih-jay
出版日期：2002
卷期：22
頁次：頁155-169
主題關鍵詞：閱讀；聾人；聽覺障礙；工作記憶；語言產出效率；Reading；Deaf；Hearing-impaired；Working memory；Language production rate
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:50
  • 點閱點閱:35
　　　　　本研究旨在探討成熟聾人「工作記憶容量」、「語言產出效率(speech of sign production rate)」與「中文閱讀理解」之間的關係。六十名學習語言前成聾的成人及30名聽力正常的口語-手語的雙語成人參與了本研究，所有的參與者都是大專以上教育程度。聾參與者中有30名使用手語溝通，不會說話；另外30以口語溝通，不會手語。雙語聽人取自啟聰學校教師及國內的手語譯員。 研究的第一部分是相關性研究，研究者蒐集參與者的工作記憶廣度(WM)、語言產出效率(LPR)及閱讀理解分數(COMP)。研究結果指出：1.工作記憶可以有效預測閱讀理解；2.LPR和WM成顯著負相關，唸一系列指定詞彙的時間愈長，WM的容量愈短。3.不同組的WM間有顯著差異，但以統計技術控制了LPR的影響後，各組WM平均值的差異不再顯著。 研究的第二部分是參與者內(within-panicipant)的真實驗研究。為了控制詞頻及參與者的先備經驗，實驗用的都是假漢字、假口語詞，假手語詞。研究要求參與者硬記十二個假漢字與其相對應的假口語詞、假手語詞。假漢字與假口語詞、假手語詞間的關係都是強制規定的，完全沒有既定的規則可循。研究者測量參與者的假漢字在兩種狀況的工作記憶廣度，及假口語詞、假手語詞的LPR。研究結果指出，當以統計技術控制LPR時，手語和口語模式的工作記憶容量，就沒有顯著差異了。
　　　　　The study aims to examine the relationships among working memory span(WM), language production rate (LPR), and reading comprehension (COMP) of mature Chinese deaf readers. Sixty prelingually-deaf adults, and 30 hearing bilinguals who speak and sign fluently participated in the study. Hearing participants were teachers of deaf schools or sign interpreters. All participants were college educated. Thirty of the deaf, with background in manuals, are Taiwanese Sign Language Signers and are not able to speak orally. Another 30, educated in oral programs, speak orally and are not able to sign. The first part of the study was associational in nature. Participants' working memory spans, language production rates, and scores of a reading comprehension test were collected. The results showed that: 1. WM was the best predictor of COMP. 2. LPR correlated negatively with WM, that is, the longer one took to articulate given words, the shorter the WM. 3. Means of WM were significantly different among groups. However, after statistically controlling the effect of LPR, the differences of WM means were no longer significant. 4. Based on Baddeley's (1986) WM model, the retention capacities for Central Executive (CE) and Phonological Loop (PL), respectively, in each group were estimated. According to the model, the WM variance could be accounted for by PL, rather than CE. The results supported the stated hypotheses. The second part of the study was a within-participant experiment. The 30 hearing bilinguals participated in the experiment. To control the effect of word frequency and participants' prior knowledge, pseudo-words and pseudo-characters were used as experimental materials. Participants were asked to memorize the artificial relationships between the pseudo-characters and their corresponding pseudo-signs, and the pseudo-characters and their corresponding pseudo-spoken-words. WM spans and LPRs of signed and spoken character lists were measured. The results indicated that the difference between signed and spoken WM spans was no longer significant when LPR was statistically controlled.
期刊論文
1.Chen, C.、Stevenson, H.(1988)。Cross-linguistic differences in digit span of preschool children。Journal of Experimental Child Psychology，46，150-158。  new window
2.Bellugi, Ursula、Fischer, Susan D.(1972)。A comparison of sign language and spoken language。Cognition，1，173-200。  new window
3.Bellugi, U.、Klima, E. S.、Siple, P.(1975)。Remembering in signs。Cognition，3，93-125。  new window
4.林寶貴、錡寶香(19910600)。高職階段聽覺障礙學生國語文與數學能力之研究。特殊教育研究學刊，7，109-127。new window  延伸查詢new window
5.Lovett, M. W.、Steinbach, K. A.、Frijters, J. C.(2000)。Remediating the Core Deficits of Developmental Reading Disability: A Double-Deficit Perspective。Journal of Learning Disabilities，33(4)，334-358。  new window
6.Trybus, R. J.、Karchmer, M. A.(1977)。School achievement scores of hearing impaired children: National data on achievement status and growth patterns。American annals of the deaf，122，62-69。  new window
7.Daneman, Meredyth、Carpenter, Patricia A.(1980)。Individual differences in working memory and reading。Journal of Verbal Learning and Verbal Behavior，19(4)，450-466。  new window
8.張蓓莉(19870600)。回歸主流聽覺障礙學生語文能力之研究。特殊教育研究學刊，3，119-133。new window  延伸查詢new window
9.Wagner, Richard K.、Torgesen, Joseph K.(1987)。The Nature of Phonological Processing and its Causal Role in the Acquisition of Reading Skills。Psychological Bulletin，101(2)，192-212。  new window
10.Baddeley, A.、Thomson, N.、Buchanan, M.(1975)。Word length and the structure of short-term memory。Journal of Verbal Learning and Verbal Behavior，14，575-589。  new window
11.Bonvillian, J.、Rea, C.、Orlansky, M.、Slade, L.(1987)。The effect of sign language rehearsal on deaf subjects immediate and delayed recall of English word lists。Applied Psycholinguistics，8，33-54。  new window
12.Daneman, M.、Case, R.(1981)。Syntactic form, semantic complexity, and short-term memory: Influences on children's acquisition of new linguistic structures。Developmental Psychology，17，367-378。  new window
13.Katz, R. B.、Shankweiler, D.、Liberman, I. Y.(1981)。Memory for item order and phonetic recoding in the beginning reader。Journal of Experimental Child Psychology，32，474-484。  new window
14.Hanson, V.、Krakow, R.(1985)。Deaf Signers and Serial Recall in the Visual Modality: Memory for Signs, Fingerspelling, and Print。Memory & Cognition，13，265-272。  new window
15.Luetke-Stahlman, B.(1988)。The benefit of oral English-only as compared with signed input to hearing-impaired students。Volta Review，90，349-361。  new window
16.Mann, V. A.、Liberman, I. Y.、Shankweiler, D.(1980)。Children's Memory for Sentences and Word Strings in Relation to Reading Ability。Memory & Cognition，6，194-198。  new window
17.Newport, E. L.(1984)。Constraints on learning: Studies in the acquisition of American Sign Language。Papers and Reports on Child Language Development，23，1-22。  new window
18.Shankweiler, D.、Smith, S. T.、Mann, V.(1984)。Repetition and comprehension of spoken sentences by reading disabled children。Brain and Language，12，241-257。  new window
19.Siegel, L. S.(1994)。Working Memory and Reading: A Life-span Perspective。International Journal of Behavioral Development，17(1)，109-124。  new window
學位論文
1.Ogden, P.(1979)。Experiences and attitudes of oral deaf adults regarding oralism，Champaign, IL/ Urbana, IL。  new window
圖書
1.Conrad, R.(1979)。The deaf school child: Language and cognitive function。London：Harper and Row。  new window
2.King, M. C.、Quigley, P. S.(1985)。Reading and deafness。San Diego：College Hill。  new window
3.Gathercole, S. E.、Baddeley, A. D.(1993)。Working memory and language。Hove：Lawrence Erlbaum Association。  new window
4.Baddeley, Alan D.(1986)。Working Memory。Oxford University Press。  new window
5.Trybus, R.(1985)。Today's hearing impaired children and youth: A demographic and academic profile。Today's hearing impaired children and youth: A demographic and academic profile。Washington, DC。  new window
6.Allen, T. E.(1986)。Patterns of academic achievement among hearing impaired students: 1974 and 1983。Deaf children in America。San Diego, CA。  new window
7.Bloom, A.(1981)。The linguistic shaping of thought。The linguistic shaping of thought。Hillsdale, NJ。  new window
8.Lichtenstein, E. H.(1983)。The relationships between reading processes and English language skills。Cognition, education, and deafness Directions for research and instruction。Washington, DC。  new window
9.Mayberry, R. I.(1991)。The importance of childhood to language acquisition。The transition from recognizing speech sounds to spoken words。Cambridge。  new window
10.Ross, M.、Calvert, D.、Maxon, A.(1982)。Hard of hearing children in regular schools。Hard of hearing children in regular schools。Englewood Cliffs, NJ。  new window
圖書論文
1.Quigley, S.、Paul, P.(1986)。A perspective on academic achievement。Deafness in perspective。San Diego, CA：College-Hill。  new window
 
 
 
 
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