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題名:兒童工作記憶發展縱貫研究:複誦策略的效果
作者:陳湘淳 引用關係
作者(外文):Chen, Hsiang-Chun
校院名稱:國立中正大學
系所名稱:心理學研究所
指導教授:李玉琇
蔣文祁
學位類別:博士
出版日期:2012
主題關鍵詞:兒童縱貫研究工作記憶廣度咬音速度複誦策略指導注意力轉換利用缺陷
原始連結:連回原系統網址new window
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  • 點閱點閱:63
摘要
工作記憶是否可以藉由訓練而增加,仍是個懸而未決的問題,本研究從發展的角度來探討這個議題。本研究以縱貫法研究5歲至6歲半兒童的工作記憶發展,推論兒童是否會在工作記憶處理作業期間利用空檔快速轉換注意力,且主動使用策略來恢復記憶痕跡,並指導兒童在工作記憶處理期間使用複誦策略,推論兒童工作記憶廣度是否可以藉由訓練而增加。本研究將90名兒童參與者配對分成三組,策略組接受複誦策略指導、策略控制組接受與記憶策略無關的指導,對照組則無任何指導,並分別在兒童5歲2個月、5歲8個月及6歲4個月時,使用具故事情境的數字顏色廣度作業測量其工作記憶廣度,且記錄其咬音速度,進行為期一年半的縱貫研究。結果發現,兒童工作記憶廣度及咬音速度在5歲至6歲半之間有明顯進步,此外,由5歲至6歲半兒童的工作記憶廣度皆受到處理作業中不同認知負荷的影響,以及,兒童5歲左右咬音速度與工作記憶沒有顯著相關,但6歲半左右咬音速度與工作記憶廣度有顯著正相關的結果顯示,5歲至6歲半兒童會在工作記憶處理作業期間將注意力轉換回記憶項目,且在5歲左右主要以注意性地再恢復的方式來恢復記憶痕跡,而在6歲半左右則主要使用複誦策略來保留記憶項目。最後,本研究對策略組進行複誦策略指導,使其在立即測驗的記憶廣度顯著大於同年齡的策略控制組,且相當於6歲半時對照組的表現,顯示有指導語的效果,但在延宕測驗上策略組的表現與其他兩組沒有差異,顯示記憶策略的利用缺陷。由本研究結果可以推論,兒童是否在工作記憶處理作業中轉換注意力,並主動使用複誦策略來保留記憶項目,是影響其工作記憶發展的關鍵因素,而指導兒童使用複誦策略能立即增進其工作記憶表現,更顯示成熟不是影響兒童工作記憶廣度的唯一因素,但本研究並未發現複誦策略指導的遷移效果。
關鍵字:兒童縱貫研究、工作記憶廣度、咬音速度、複誦策略指導、注意力轉換、利用缺陷
參考文獻

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林慧芳(民97)。以建構論與最小量論試探不同工作記憶廣度學生閱讀推論歷程之表現。新竹教育大學學報,25(2),95-128。new window
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