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題名：故事情緒面向與呈現方式對國小五年級學童在理解表現上之影響
書刊名：教育與心理研究
作者：莊宛儒／吳宜貞
作者(外文)：Chuang, Wan-ju／Wu, Yi-chen
出版日期：2008
卷期：31:2
頁次：頁59-84
主題關鍵詞：閱讀理解；情緒；訊息呈現；Reading comprehension；Emotion；Information presentation
原始連結：連回原系統網址new window
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本研究以國小五年級學生為研究對象，以3（故事情緒面向：正向vs.中性vs.負向）×2（呈現方式：影音光碟vs.文字故事）×2（性別：男生vs.女生）之實驗設計探討故事情緒面向、呈現方式及性別在理解上之影響，重要結果說明如下：1.不同故事情緒影響學童的字面理解分數。接受正向情緒故事的學童在字面理解層次的問題上，表現得較接受負向及中性情緒故事的學童來得好。2.不同故事情緒影響學童的判斷理解分數。接受正向情緒故事的學童在判斷理解層次的問題上，表現得較接受負向及中性情緒故事的學童來得差。研究結果在故事情緒面向上所發現的結果雖然並不一致，但能肯定的是正向情緒對於學童在理解閱讀材料詞句字面上的意義有積極性的影響；且負向情緒的故事有助於學童正確判斷故事人物的態度或感受。此結果也提醒教師在教學時，應盡量提供學生具有豐富情緒刺激的教材，將會使學生在理解上有較佳的表現。
This study used a 3 (positive vs. neutral vs. negative) × 2 (VCD story vs. written story) ×2 (male vs. female) experimental design to estimate the effects of information input and emotion on fifth grader’s comprehension performance. Six classes of fifth graders were selected from two public elementary schools in Kaohsiung city and were randomly assigned to one of the experimental conditions explored whether the participants correctly recall the information for VCD story and written story of different emotional orientation (positive, neutral, and negative). Students were randomly assigned to six experimental conditions by class. The data collected from the participants were analyzed statistically with a one-way ANOVA and a three-way MANOVA. According to the result of one-way ANOVA, no significant difference was found in Chinese language exam among the six classes: this result indicated that the reading ability among these six classes is equal. According to the result of three-way MANOVA, there was no significant interaction between information input, emotion and gender was found. With regard to the comprehension test, the main effect of information was not significant on the percent correct of the whole comprehension test. However, the main effect of emotion was significant on the percent correct of literal and critical comprehension; moreover, students receiving the positive emotional information had a better performance on the percent correct of literal comprehension, but students receiving the neutral and negative emotional information had a better performance on the percent correct of critical comprehension. According to the result, teachers and parents should choose teaching material with more emotional stimulus in order to improve students’ memory and comprehension.
期刊論文
1.陳海泓(20040700)。聽故事和看錄影帶對國小二年級學童故事記憶和故事推論的探討。南師語教學報，2，257-285。  延伸查詢new window
2.陳海泓(20040600)。無字圖畫書和錄影帶對兒童故事推論的影響。國立編譯館館刊，32(2)，51-63。  延伸查詢new window
3.Riding, R.、Grimley, M.(1999)。Cognitive style, gender and learning from multi-media materials in 11-year-old children。British Journal of Educational Technology，30(1)，43-56。  new window
4.Yerkes, R. M.、Dodson, J. D.(1908)。The relation of strength of stimulus to rapidity of habit-formation。Journal of Comparative Neurology and Psychology，18(5)，459-482。  new window
5.曹中瑋(19970700)。情緒的認識與掌控。學生輔導，51，26-39。  延伸查詢new window
6.Bower, G. H.(1981)。Mood and memory。American Psychologist，36(2)，129-148。  new window
7.Strongman, K. T.(1982)。Emotional Influence on Memory。Current Psychological Research，2，69-74。  new window
8.Riding, R. J.、Smith, D. M.(1981)。Sex Differences in the Effects of Speech Rate and Repetition of the Recall of Prose in Children。Educational Psychology，3，253-260。  new window
9.Riding, R. J.、Egelstaff, D. W.(1983)。Sex and Personality Differences in Children's Detection Changes in Prose Passage。Educational Studies，9，159-168。  new window
10.陳海泓(2003)。不同視覺化媒體對國小二年級學童故事理解與視覺素養的影響。兒童文學學刊，10，177-208。new window  延伸查詢new window
11.Beentjes, J. W. J.、Van Der Voort, T. H. A.(1991)。Recall and Language Usage in Retellings of Televised and Printed Stories。Poetics，20，91-104。  new window
12.Christianson, S. A.、Loftus, E. F.(1990)。Some Characteristics of People's Traumatic Memories。Bulletin of the Psychonomic Society，28，195-198。  new window
13.Lang, A.、Dhillon, P.、Dong, Q.(1995)。Arousal, Emotion, and Memory for Television Messages。Journal of Broadcasting and Electronic Media，39，313-327。  new window
14.Davidson, D.、Jergovic, D.(1996)。Children's Memory for Atypical Actions in Script-based Stories: An Examination of the Disruption Effect。Journal of Experimental Child Psychology，61，134-152。  new window
15.Davidson, D.、Luo, Z.、Burden, M. J.(2001)。Children's Recall of Emotional Behaviors, Emotional Labels, and Nonemotional Behaviors: Does Emotion Enhance Memory?。Cognition and Emotion，15(1)，1-26。  new window
16.Neuman, S. B.(1989)。The Impact of Different Media One Children's Story Comprehension。Reading Research and Instruction，28(4)，38-47。  new window
17.Meringoff, L. K.(1980)。The Influence of the Medium on Children's Story Apprehension。Journal of Educational Psychology，72(2)，240-249。  new window
18.Beagles-Roos, J.、Gat, I.(1983)。Specific Impact of Radio and Television on Children's Story Comprehension。Journal of Educational Psychology，75(1)，128-137。  new window
會議論文
1.Rodriguez, S. R.、King, D. S.、Williamson, N. G.(1987)。Effects of Media on Children's Inference Justifications。0。  new window
2.Wiggins, J. C.(1988)。The Impact of the Emotional Orientation of a Passage on the Reading Comprehension of Fourth Graders。0。  new window
3.張湘君、李寶琳(2000)。臺北市國民小學高年級學童閱讀文化調查研究。臺北縣永和市。365-394。  延伸查詢new window
研究報告
1.林文寶(2000)。臺灣地區兒童閱讀興趣調查研究。臺北市：行政院文化建設委員會。  延伸查詢new window
2.Vibbert, M. M.、Meringoff, L. K.(1981)。Children's Production and Application of Story Imagery: A Cross-medium Investigation。Cambridge。  new window
學位論文
1.胡秋萍(2004)。國小資優生家庭環境及情緒智力相關之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
2.李小觀(2004)。情緒教育方案對國小四年級兒童情緒智力輔導效果之研究(碩士論文)。國立臺南大學，臺南市。  延伸查詢new window
3.戴美雲(2004)。情緒智力與利社會行為關係之研究--以屏東縣國小學童為例(碩士論文)。國立嘉義大學。  延伸查詢new window
4.李宛育(2004)。員工情緒智力、批判思考意向與創造力績效關係模式之研究：以台灣資訊產業研發人員為例(碩士論文)。國立中正大學。  延伸查詢new window
5.王佳玲(2004)。大學生情緒智力信念、創造力信念與情緒智力、創造力之關係(碩士論文)。國立政治大學，臺北。  延伸查詢new window
6.陳淑琦(1984)。故事呈現方式與故事結構對學前及學齡兒童回憶及理解之影響(碩士論文)。中國文化大學，台北。  延伸查詢new window
7.蔡勝雄(2004)。抑制不想要的記憶：情緒與工作記憶的影響(碩士論文)。國立中正大學。  延伸查詢new window
8.劉春男(2001)。情緒管理團體輔導對國小兒童輔導效果之研究(碩士論文)。臺南師範學院。  延伸查詢new window
9.林淑華(2002)。國小學童情緒管理與人際關係之研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
10.陳慧卿(2003)。國小二年級學童對電子童書與紙本童書之閱讀能力研究(碩士論文)。朝陽科技大學，台中縣。  延伸查詢new window
11.祝佩貞(2004)。電子童書與紙本童書對國小學童閱讀理解及閱讀態度之比較研究(碩士論文)。臺中師範學院，台中巿。  延伸查詢new window
12.林宛霖(2002)。台北市幼兒對圖畫書及電子童書之調查與反應研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
13.王淑俐(1990)。國中階段青少年情緒的發展與問題及輔導(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
14.周世娟(2004)。屏東縣國小級任教師情緒管理與班級氣氛關係之研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
15.徐大偉(2000)。國小學生生氣情緒及生氣情緒管理團體方案成效之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
16.吳宜貞(2004)。Effects of Repeated Reading on Text Comprehension for College Students，Minneapolis, MN。  new window
17.Bavaro, S.(1989)。Audio/Visual Aids: A Study of the Effect of Audio/Visual Aids on the Comprehension Recall of Students，Union, NJ。  new window
18.梅玉瑩(2004)。內側前額葉涉及情緒記憶之歷程，0。  延伸查詢new window
19.廖文霖(1993)。情緒記憶之形成及長期儲存，0。  延伸查詢new window
20.黄揚名(2002)。情緒突顯性對錯誤記憶的影響，0。  延伸查詢new window
21.陳淑如(1995)。重述故事對幼兒故事回憶和故事理解之影響研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
22.陳茹玲(2004)。類比故事的表面特徵與結構特徵在不同年齡層對故事回想表現之影響，0。  延伸查詢new window
23.盧奕璇(2002)。情緒管理方案對高中生情緒智力與生活適應之影響，0。  延伸查詢new window
圖書
1.Lazarus, R. S.(1991)。Emotion and Adaption。New York, NY：Oxford University Press。  new window
2.國語辭典簡編本編輯小組(1997)。國語辭典簡編本編輯資料字詞頻統計報告。台北：教育部。  延伸查詢new window
3.黃德祥(1994)。青少年發展與輔導。臺北：五南。  延伸查詢new window
4.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
5.Strongman, K. T.、游恆山(1993)。情緒心理學。五南圖書出版股份有限公司。  延伸查詢new window
6.Denzin, N. K.(1984)。On understanding emotion。London：Jossey-Bass, Inc.。  new window
7.Paivio, Allan(1971)。Imagery and verbal processes。New York, NY：Holt, Rinehart and Winston。  new window
8.張春興(1989)。張氏心理學辭典。臺北市：東華書局。  延伸查詢new window
9.(1994)。The Psychology and Biology of Emotion。The Psychology and Biology of Emotion。New York, NY。  new window
10.Bradley, M.(1994)。Emotional Memory: A Dimensional Analysis。Emotions: Essays on Emotion Theory。Hillsdale, NJ。  new window
11.Flood, J.、Lapp, D.(1981)。Language/Reading Instruction for the Young Child。Language/Reading Instruction for the Young Child。New York, NY。  new window
12.Ochsner, K. N.、Schacter, D. L.(2002)。A Social Cognitive Neuroscience Approach to Emotion and Memory。The Neuropsychology of Emotion, Series in Affective Science。New York, NY。  new window
13.林寶貴、許秀英、楊慧敏(1995)。中華國語文能力測驗。臺北市：國立臺灣師範大學特殊教育中心。  延伸查詢new window
 
 
 
 
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