國小輕度智障兒童學習潛能評量之研究__臺灣人文及社會科學引文索引資料庫

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題名：	國小輕度智障兒童學習潛能評量之研究
書刊名：	特殊教育研究學刊
作者：	林敏慧／王天苗／范德鑫
出版日期：	1995
卷期：	12
頁次：	頁197-216
主題關鍵詞：	國小；輕度智障兒童；學習潛能評量
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(5) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:12 點閱:71

　　　　　本研究之目的係在探討學習潛能評量與標準化評量對國小輕度智障兒童認知能力評量效果之差異。本研究以臺北市光仁、雙園、中山和景美四所國小啟智班4-6年級48名輕度智障學生為對象，採考夫曼兒童智文測驗、研究者自編的學習潛能訓練教材、學習潛能評量指導手冊(一)和(二)為研究工具。施測資料分採重複量數多變量變異數分析、單變量變異數分析和共變數分析加以處理。本研究主要發現如下：一、輕度智障兒童在「測驗-訓練-測驗」式學習潛能評量與標準化評量兩種評量程序所得非語文量表得分的比較上未達顯著差異。二、輕度智障兒童在「測驗中訓練」式學習潛能評量與標準化評量程序中，「動作模仿」、「圖形組合」、「圖形類推」、「位置記憶」、「照片系列」五項非語文量表分測驗得分的比較上呈現顯著差異。三、「測驗-訓練-測驗」組兒童和「測驗中訂練」組兒童在兩種學習潛能評量程序中，「動作模仿」、「圖形類推」、「位置記憶」、「系列照片」等四項非語文量表分測驗得分的比較呈現顯著差異；唯於「圖形組合」得分的比較，兩組未達顯著差異。

以文找文

　　　　　The purpose of this study was to compare the sensitivity, of learning potential assessment procedures in assessing maximun cognitive abilities of mildly mentally handicapped students. Comparisons of nonverbal scale scores were made to explore differences (1) between standardized and test-training-test procedures, (2) standardized and training-within-test procedures, and (3) test-training-test and training-within-test procedures. Subjects of this study involved forty-eight grade 4-6 mildly mentally handicapped students who were placed in special classes in Taipei. The nonverbal Scale of the Kaufman Assessment Battery for the children, learning potential training materials, and assessment manual I & II were used for assessment and training purposes. The data analyzed by using repeated-measures MANOVAs, ANOVA, and ANCOVA. The major findings of this study were as follows: 1.There were no significant differences in five subtests scores derived from the nonverbal scale between test-training-test procedures and standardized procedures. 2.There were significant differences in five subtests scores derived from the nonverbal scale between training-within-test procedures and standardized procedures. 3.There were significant differences in four subtests scores derived from the nonverbal scale between training-within-test procedures and test-training-test procedures. The differences were evident on theses subtests which were Hand Movements, Matrix Analogies, Spatial Memory, and Photo Series, but except Triangles.

以文找文

期刊論文
1.	Brophy, J. E.、Good, T. L.(1970)。Teacher's communication of differential expectations for children's classroom performance: Some behavioral data。Journal of Educational Psychology，61(5)，365-374。
2.	王振德(1982)。固歸主流--其發展、涵意及其相關的問題。特殊教育季刊，17，1-7。延伸查詢
3.	林美和(19851000)。推動回歸主流教育應有的認識。特殊教育季刊，17，8-11。延伸查詢
4.	教育部(1987)。特殊教育法施行細則。特殊教育季刊，23，45-48。延伸查詢
5.	郭為藩(19810400)。應用智力測驗的態度與認識。特殊教育季刊，1，2-9。延伸查詢
6.	盧欽銘、黃堅厚、路君約、林清山、簡茂發、吳武典、吳鐵雄(1988)。考夫曼兒童智力測驗修訂報告。教育心理學報，21，1-16。延伸查詢
7.	Abramyan, L. A.(1977)。On the role of verbal instructions in the direction of voluntary movement in children。Quarterly Newsletter of the Institute for Comparative Human Development，1，1-4。
8.	Aloia, G. F.、MacMillan. D. L.(1983)。Influence of the EMR label on initial experiences of regular-classroom teachers。American Journal Mental Deficiency，88(3)，255-262。
9.	Babad, E. Y.、Budoff, M.(1974)。Sensitivity and validity of learning-potential measure men in three level of ability。Journal of Educational，66(3)，439-447。
10.	Bak, J. J.、Cooper, E. M.、Dobroth, K. M.、Sipterstein. G. N.(1987)。Special class placement as labels : Effects on children's attitude toward learning handicapped peers。Excepiional Children，54(2)，151-155。
11.	Bourgondien, M. V.(1987)。Children's responses to retarded peers as a function of social behaviors, labeling, and age。Exceptional Children，53(5)，432-439。
12.	Brewer, N.、Smith, G. A.(1987)。Cognition Process for monitoring and regulating speed and accuracy of responding in mental retardation: A methodology。American Journal of Mental Deficiency，87(2)，211-222。
13.	Brown, A. L.、Campoine, J. C.(1978)。Permissible inference from the outcome of training studies in cognitive development research。Quarterly Newsletter of the Institute for Comparative Human Development，2，46-53。
14.	Budoff, M.(1969)。Learning potential: A supplementary procedure for assessing the ability to reason。Seminars in Psychiatry，1(1)。
15.	Budoff, M.(1970)。Learning potential among institutionalized young adult retardates。American Journal of Mental Deficiency，72，404-411。
16.	Budoff, M.、Corman, L.(1976)。Effectiveness of a learning potential procedure in improving problem- solving skills of retarded and non-retarded children。American Journal of Mental Deficiency，81(3)，260-264。
17.	丁振豐、盧欽銘(19890100)。考夫曼兒童智力測驗理論基礎及其驗證性分析。測驗年刊，36，183-204。延伸查詢
18.	Budoff, M.、Hamilton, J. L.(1976)。Optimizing test performance of moderately and severely mentally retarded adolescents and adult。American Journal of Mental Deficiency，81(1)，49-57。
19.	Budoff, M.、Meskin, J.、Harrison, R. G.(1971)。An educational test of the learning potential hypothesis。American Journal of Mental Deficiency，76，159-169。
20.	Budoff, M.、Siperstein, G. N.(1978)。Low-income children's attitude toward mentally retarded children: Effects of labeling and academic behavior。American Journal Mental Deficiency，82(5)，474-479。
21.	Budoff, M.、Siperstein, G. N.(1982)。Judgments of EMR students toward their peers: Effects of label and academic competence。American Journal of Mental Deficiency，86(4)，367-371。
22.	Campione, J. C.、Brown, A. L.、Ferrara, R. A.、Bryant, N. R.(1984)。The zone of proximal development: Implications for individual differences and learning。New Direction for Child Development，23，77-91。
23.	Carlson, J. S.、Wiedl, K. H.(1978)。Use of testing-the-limits procedure in the assessment of intellectual capabilities in children with learning difficulties。American Journal of Mental Deficiency，82(6)，559-564。
24.	Eippert, D. S.、Azen, S. P.(1978)。A comparison of two developmental instruments In evaluating children with Down's Syndrome。Physical Therapy，58，1066-1069。
25.	Embretson, Susan(1984)。A general latent trait model for response process。Psychometric，49(2)，175-186。
26.	Feldman, S. E.、Sullivan, D. S.(1971)。Factors mediating the effects of enhanced rapport on children's performance。Journal of Consulting and Clinical Psychology，36，302。
27.	Frith, G. H.、Mitchell, J. W.(1981)。The attitudes of nonhandicapped students toward the mildly retarded in placement decision。Education and Training of the Mentally Retarded，16(1)，79-82。
28.	Fuchs, D.、Fuchs, L. S.(1986)。Test procedure bias: A meta-analysis of examiner familiarity effects。Review of Educational Research，56，243-262。
29.	Fuchs, D.、Fuchs, L. S.、Powers, M. H.、Dailey, A. M.(1985)。Bias in the assessment of handicapped children。American Educational Research Journal，22，185-198。
30.	Haywood, H. C.、Switzky, H. N.(1986)。The malleability of intelligence: Cognitive processes as a function of polygenic-experiential interaction。School Psychology Review，15(2)，245-255。
31.	Meyers, J.、Pfeffer, J.、Erlbaum, V.(1985)。Process assessment: A model for broadening assessment。the Journal of Special Education，19(1)，73-89。
32.	Oakland, T.(1972)。The effects of test wiseness materials on standardized test performance of preschool disadvantaged children。Journal School Psychology，10(4)，355-360。
33.	Rey, A.(1934)。D'un procede' pour evaluer l'éducabilité。Archives de Psychologie，24，297-337。
34.	Siperstein, G. N.、Budoff, M.(1980)。Effects of the labels "mentally retarded" and "retard" on the social acceptability of mentally retarded children。American Journal of mental Deficiency，84(6)，596-601。
35.	Stoneman, Z.、Gibson, S.(1978)。Situational influences on assessment performance。Exceptional Children，46，166-169。
36.	Williams, R. L.(1970)。Black pride, academic relevance, and individual achievement。Counseling Psychologist，2，18-22。
37.	Yeares, K. O.、Weisz, H. M.(1985)。On being called "mentally retarded": Do developmental and professional perspectives limit labeling effects?。American Journal of Mental Deficiency，90(3)，349-352。
38.	Carlson, J. S.、Wiedl, K. H.(1979)。Toward a differential testing approach: Testing-the- limits employing the Raven matrices。Intelligence，3(4)，323-344。
39.	Mehan, H.(1978)。Structuring school structure。Harvard Educational Review，48(1)，32-46。
40.	Budoff, M.、Friedman, M.(1964)。Learning potential as an assessment approach to the adolescent mentally retarded。Journal of Consulting Psychology，28(5)，434-439。
41.	Burns, M. S.、Vye, N. J.、Bransford, J. D.、Delclos, V.、Ogan, T.(1987)。Static and dynamic measures of learning in young handicapped children。Diagnostique，12(2)，59-73。
42.	Haywood, H. C.、Brown, A. L.、Wingenfeld, Sabine(1990)。Dynamic approaches to psychoeducational assessment。School Psychology Review，19(4)，411-422。

會議論文
1.	Horne, L. V.、Garty, M. K.(1981)。What the test score really reflects: Observations of teacher behavior during standardized achievement test administration。The annual meeting of the American Educational Research Association。Los Angeles。

研究報告
1.	Bransford, J. D.、Delclos, V. R.、Vye, N. J.、Burns, M. S.、Hasselbring, T. S.(1985)。Improving the quality of assessment and instruction: Roles for dynamic assessment。Vanderbilt University, John F. Kennedy Center for Research on Education and Human Development。
2.	Burns, S.(1985)。Comparison of "graduated prompt" and "mediational" dynamic assessment and static assessment with young children。

學位論文
1.	林敏慧(1992)。國小輕度智障兒童學習潛能評量之研究(碩士論文)。國立臺灣師範大學。延伸查詢
2.	Brown, A. L.(1989)。Development of the understanding of transformation in preschool children(博士論文)。Vanderbilt University。
3.	Duffy, D.(1974)。Factors affecting the performance of disadvantaged, rural Appalachian children on measures of learning aptitude(碩士論文)。Pennsylvania State University。

圖書
1.	Jensen, Arthur R.(1980)。Bias in mental testing。Free Press。
2.	Drew, C. J.、Logan, D. R.、Hardman, M. L.(1984)。Mental retardation: a life cycle approach。Columbus, OH：Merrill Publishing Company。
3.	郭為藩、陳榮華、吳武典、毛連塭、許澤銘、林美和(1987)。特殊兒童的教育診斷。臺北市：文景。延伸查詢
4.	林寶貴(1986)。特殊兒童心理與教育新論。臺北：五南。延伸查詢
5.	Cooper, H. M.、Good, T. L.(1983)。Pygmalion grows up: Studies in the expectation communication process。New York：Longman。
6.	Feuerstein, K.、Rand, Y.、Hoffman, M. B.(1979)。The dynamic assessment of retarded performance: The Learning Potential Assessment Device, theory, instrument, and techniques。Baltimore：University Park Press。
7.	Griffiths, R.(1970)。The abilities of young children。Card, England：Young & Son。
8.	Guthke, J.(1972)。Zur diagnostik der intellektuellen lernfähigkeit。Berlin：Deutscher Veilag der Wissenschaften。
9.	Kaufman, A. S.、Kaufman, N. L.(1983)。Kaufman Assessment Battery for the Children: Interpretive Manual。American Guidance Service。
10.	Kern, B.(1930)。Wirkungsformen der ubung。Munster：Helios。
11.	Simeonsson, R. J.(1986)。Psychological and developmental assessment of special children。Boston：Allyn and Bacon。
12.	Luria, A. R.(1961)。The role of speech in the regulation of normal and abnormal behavior。New York：Liveright。
13.	Kirk, S. A.、Gallagher, J. J.(1989)。Educating exceptional children。Houghton Mifflin Company。
14.	Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。
15.	Vygotsky, Lev S.(1962)。Thought and language。Massachusetts Institute of Technology Press。
16.	Salvia, J.、Ysseldyke, J. E.(1978)。Assessment in special and remedial education。Boston, MA：Houghton Mifflin。

單篇論文
1.	Fuchs, D.(1983)。Systematic bias in the handicapped children(ED 236 202)。
2.	Oakland, T.(1981)。Nonbiased assessment(ED 236 863)。
3.	Richards, L.，Croft, C.(1989)。The best of "set" assessment(ED 317580)。

其他
1.	Kratochwill, T. R.，Cancelli, A. A.(19821100)。Nonbiased assessment in psychology and education(ED246637)。

圖書論文
1.	Brown, A. L.、Campoine, J. C.、Reeve, R. A.、Ferrara, R. A.、Palincsar, A. S.。Interactive learning, individual understanding: The case of reading and mathematics。Culture, schooling and psychological development。Hillsdale, NJ：Erlbaum。
2.	Campione, J. C.、Brown, A. L.(1987)。Linking dynamic assessment with school achievemant。Dynamic assessment: An interactional approach to evaluating learning potential。New York：The Guilford Press。
3.	Labov, W.(1973)。The logical of nonstandard English。Language and poverty。Chicago：Markham。
4.	Schmidt, L. R.(1971)。Testing the limits im Leistungs-verhalten: Moglichkeiten。Praxis der klinis-chen psychologie。Gottingen：Hogrefe。
5.	Budoff, M.(1987)。Measures for assessing learning potential。Dynamic assessment: An interactional approach to evaluating learning potential。New York：The Guilford Press。

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