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題名：以工作記憶與創造力解析資優生的句法理解歷程
書刊名：中華心理學刊
作者：田意民／許儷絹／戴浩一／楊育芳
作者(外文)：Tien, Yi-min／Hsu, Li-chuan／Tai, James H.-Y.／Yang, Yu-fang
出版日期：2014
卷期：56:3
頁次：頁257-276
主題關鍵詞：工作記憶；花園路徑句；句法；創造力；資優生；Working memory；Garden-path sentence；Syntax；Creativity；Gifted
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 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:1
  • 共同引用共同引用:45
  • 點閱點閱:42
期刊論文
1.Yoder, J. D.(2001)。Making leadership work more effectively for women。Journal of Social Issues，57，815-828。  new window
2.張欣戊(19840600)。The Comprehension of Complex Chinese Sentences by Children: Relative Clause。中華心理學刊，26(1)，57-66。new window  new window
3.King, Jonathan、Just, Marcel A.(1991)。Individual differences in syntactic processing: the role of working memory。Journal of Memory and Language，30(5)，580-602。  new window
4.Long, D. L.、Oppy, B. J.、Seely, M. R.(1994)。Individual differences in the time course of inferential processing。Journal of Experimental Psychology: Learning, Memory, and Cognition，20(6)，1456-1470。  new window
5.郭靜姿(20000600)。談資優學生的特殊適應問題與輔導。資優教育，75，1-6。  延伸查詢new window
6.Just, M. A.、Carpenter, P. A.(1992)。A capacity theory of comprehension: In-dividual differences in working memory。Psychological Review，99(1)，122-149。  new window
7.Quillian, M. Ross、Collins, Allan M.(1969)。Retrieval time from semantic memory。Journal of Verbal Learning and Verbal Behavior，8(2)，240-247。  new window
8.侯雅齡(20101100)。激發資優生對知識的熱忱--數學資優課程應有的調整。南屏特殊教育，1，61-69。new window  延伸查詢new window
9.張春興、郭生玉(19730600)。兒童語文習慣之複雜度與其聯對學習及學後保留關係之實驗研究。教育心理學報，6，1-14。new window  延伸查詢new window
10.Ackerman, P. L.、Beier, M. E.、Boyle, M. O.(2002)。Individual differences in working memory within a nomologicalnetwork of cognitive and perceptual speed abilities。Journal of Experimental Psychology: General，131，567-589。  new window
11.Baddeley, A. D.(2000)。The episodic buffer: A new component of working memory?。Trends in Cognitive Science，4(11)，417-423。  new window
12.Bloom, B. S.(1982)。The role of gifts and markers in the development of talent。Exceptional Children，48，510-522。  new window
13.Desco, M.、Navas-Sanchez, F. J.、Sanchez-Gonzalez, J.、Reig, S.、Robles, O.、Franco, C.、Guzman-De-Villoria, J. A.、Garcia-Barreno, P.、Arango, C.(2011)。Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks。Neuroimage，57，281-292。  new window
14.Engle, R. W.、Tuholski, S. W.、Laughlin, J. E.、Conway, A. R. A.(1999)。Working memory, short-term memory and general flu id intelligence: A latent variable approach。Journal of Experimental Psychology: General，128，309-331。  new window
15.Guilford, J. P.(1959)。Creativity。American Psychologist，5，444-454。  new window
16.Long, D. L.、Chong, J. L.(2001)。Comprehension skill and global coherence: A paradoxical picture of poor comprehenders' abilities。Journal of Experimental Psychology: Learning, Memory and Cognition，27，1424-1429。  new window
17.Long, D. L.、Oppy, B. J.、Seely, M. R.(1997)。Individual differences in readers' sentence- and text-level representations。Journal of Memory and Language，36，129-145。  new window
18.Long, D. L.、Prat, C. S.(2008)。Individual differences in syntactic ambiguity resolution: Readers vary in their use-of plausibility information。Memory and Cognition，36，375-391。  new window
19.MacDonald, M. C.、Just, M. A.、Carpenter, P. A.(1992)。Working memory constraints on the processing of syntactic ambiguity。Cognitive Psychology，24，56-98。  new window
20.Markowitsch, H. J.、Kessler, J.(2000)。Massive impairment in executive functions with partial preservation of other cognitive functions: The case of a young patient with severe degeneration of the prefrontal cortex。Experimental Brain Research，133，94-102。  new window
21.Pearlmutter, N. J.、MacDonald, M. C.(1995)。Individual differences and probabilistic constraints in syntactic ambiguity resolution。Journal of Memory and Language，34，521-542。  new window
22.Prescott, J.、Gavrilescu, M.、Cunnington, R.、O'Boyle, M. W.、Egan, G. F.(2010)。Enhanced brain connectivity in math-gifted adolescents: An fMRI study using mental rotation。Cognitive Neuroscience，1，277-288。  new window
23.Reis, S. M.、Gubbins, E. J.、Briggs, C. J.、Schreiber, F. J.、Richards, S.、Jacobs, J. K.(2004)。Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress。Gifted Child Quarterly，48，315-338。  new window
24.Sak, U.(2004)。A synthesis of research on psychological types of gifted adolescents。Journal of Secondary Gifted Education，15，70-79。  new window
25.李明堂(19881200)。學童閱讀方法與語文學習保留關係之實驗研究。教育資料文摘，22(6) =131，137-165。  延伸查詢new window
26.李俊仁、柯華葳(20070300)。以認知因素區辨不同閱讀能力組的效能分析。特殊教育研究學刊，32(1)，1-14。new window  延伸查詢new window
27.Conway, A. R. A.、Cowan, N.、Bunting, M. F.、Therriault, D. J.、Minkoff, S. R. B.(2002)。A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence。Intelligence，30(2)，163-184。  new window
28.Heath, S. B.、Wolf, S.(2005)。Focus in creative learning: drawing on art for language development。Literacy，39(1)，38-45。  new window
29.曾世杰(20020300)。Working Memory, Language Production Rate, and Reading Comprehension of Chinese Deaf Readers。特殊教育研究學刊，22，155-169。new window  new window
30.胡永崇(20010300)。不同識字教學策略對國小三年級閱讀障礙學童教學成效之比較研究。屏東師院學報，14(上)，179-218。new window  延伸查詢new window
31.曾志朗(1989)。開拓華語文研究的新境界：中國心理學應面對認知與神經科學的挑戰--一個不尊重自己語言的文化必然走向死亡。語文建設通訊，24，18-40。  延伸查詢new window
32.Collins, A. M.、Loftus, E. F.(1975)。A spreading-activation theory of semantic processing。Psychological Review，82(6)，407-428。  new window
33.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
34.Baddeley, Alan D.、Hitch, Graham J.(1974)。Working memory。The Psychology of Learning and Motivation: Advances in Research and Theory，8，47-90。  new window
35.Rhodes, M.(1961)。An analysis of creativity。The Phi Delta Kappan，42(7)，305-310。  new window
36.O'Boyle, M. W.、Cunnington, R.、Silk, T. J.、Vaughan, D.、Jackson, G.、Syngeniotis, A.、Egan, G. F.(2005)。Mathematically gifted male adolescents activate a unique brain network during mental rotation。Cognitive Brain Research，25，583-587。  new window
37.Guilford, J. P.(1956)。The structure of intellect。Psychological Bulletin，53(4)，267-293。  new window
38.Mednick, Sarnoff A.(1962)。The Associative Basis of the Creative Process。Psychological Review，69(3)，220-232。  new window
39.Baddeley, A. D.(2003)。Working memory: looking back and looking forward。Nature Reviews Neuroscience，4(10)，829-839。  new window
40.Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review，95(2)，163-182。  new window
41.Silverman, L. K.(1990)。Social and emotional education of the gifted: The discoveries of Leta Hollingworth。Roeper Review，12(3)，171-178。  new window
42.Gray, J. R.、Chabris, C. F.、Braver, T. S.(2003)。Neural mechanisms of general fluid intelligence。Nature Neuroscience，6，316-322。  new window
學位論文
1.鄭玲宜(1986)。學前兒童對國語基本句型結構之理解(碩士論文)。國立臺灣大學，臺北市。  延伸查詢new window
圖書
1.Deasy, R. J.(2002)。Critical links: Learning in the arts and student academic and social development。Washington, DC：Arts Education Partnership。  new window
2.Reutzel, D. R.、Cooter, R. B. Jr.(1996)。Teaching children to read: From basals to books。Englewood Cliffs, NJ：Prentice-Hall。  new window
3.Clark, S.(2006)。The musical education of academically gifted and talented students: Teachers’ and students’ perspectives。Sydney：Sydney Conservatorium of Music, University of Sydney。  new window
4.Terman, L. M.、Oden, M. H.(1947)。The gifted child grows up: Twenty-five years' follow up of a superior group。Stanford University Press。  new window
5.Tuttle, F. B. Jr.、Becker, L. A.(1980)。Characteristics and identification of gifted and talented students。Washington, DC：National Education Association。  new window
6.教育部(2006)。身心障礙及資賦優異學生鑑定標準。臺北：教育部。  延伸查詢new window
7.Dodge, D. T.、Colker, L. J.、Heroman, C.(2002)。The creative curriculum for preschool。Washington, DC：Teaching Strategies。  new window
8.Chomsky, N.(1957)。Syntactic structures。The Hague：Mouton。  new window
9.Mayer, Richard E.、林清山(1990)。教育心理學：認知取向。臺北市：遠流出版社。  延伸查詢new window
10.Guilford, J. P.(1967)。The nature of human intelligence。McGraw-Hill。  new window
11.Williams, F. E.、林幸台、王木榮(1994)。威廉斯創造力測驗：指導手冊。臺北：心理。  延伸查詢new window
圖書論文
1.Eysenck, H. J.(1995)。Creativity as a product of intelligence and personality。Intemational handbook of personality intelligence。New York：Plenum Press。  new window
2.柯華葳(1993)。台灣地區閱讀研究文獻回顧。中國語文心理學研究第一年度結案報告。嘉義縣：國立中正大學認知科學研究中心。  延伸查詢new window
3.Frazier, L.(1983)。Processing sentence structure。Eye movements in reading: Perceptual and language processes。New York：Academic Press。  new window
4.李行德(20060000)。A Note on Garden Path Sentences in Chinese。山高水長 : 丁邦新先生七秩壽慶論文集。臺北市：中央研究院語言學研究所。new window  延伸查詢new window
5.Lin, C. J. C.、Bever, T. G.(2011)。Garden path and the comprehension of head-final relative clauses。Processing and producing head-final structures。Dordrecht, The Netherlands：Springer。  new window
6.Robinson, H. B.、Roedell, W. C.、Jackson, N. E.(1979)。Early identification and intervention。The gifted and the talented: Their education and development. The 78th yearbook of the National Society for the Study of Education。Chicago, IL：University of Chicago Press。  new window
7.Greenberg, Joseph H.(1963)。Some universals of grammar with particular reference to the order of meaningful elements。Universals of human language。Cambridge, MA：MIT Press。  new window
8.Borkowski, J. G.、Peck, V. A.(1986)。Causes and consequences of metamemory in gifted children。Conceptions of giftedness。Cambridge Press。  new window
 
 
 
 
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