:::

詳目顯示

回上一頁
題名: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
書刊名:新竹教育大學教育學報
作者:林慧芳
作者(外文):Lin, Hui-fang
出版日期:2008
卷期:25:2
頁次:頁95-128
主題關鍵詞:工作記憶推論能力建構論最小量論ConstructivismInference abilityMinimalismWorking memory
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(2) 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:0
  • 點閱點閱:51
本研究旨在探討個體推論產出歷程與工作記憶差異性間的相關性。爲達成本研究目的,本研究首先向臺中縣與臺中市各一所國中隨機選取6班共403名新生,進行「閱讀廣度測驗」之測試,以篩選出41名工作記憶組及40名低工作記憶組學生。其次,研究者依據「建構論」與「最小量」爲理論基礎,自編「推論能力測驗」,接著向此81名研究對象進行施測,以瞭解工作記憶的限制如何解釋推論產出歷程的不同。研究結果顯示,工作記憶的容量限制的確是造成個體間在文本閱讀時,線上推論產出量與質的重要認知機制,且高工作記憶組學生的線上推論歷程較符合建構論的立場,而低工作記憶組學生對推論作業的反應則與最小量論的理論基礎具有一致性,至於造成此差異現象的主要因素則可能來自於個體間對於訊息在工作記憶運作過程中,能否「自動化」的處理有關。藉此,研究者提出相關教學方向做爲未來研究之建議。
期刊論文
1.Myers, J. L.、O'Brien, E. J.(1998)。Accessing the discourse representation during reading。Discourse Processes,26(2),131-157。  new window
2.Robert, R.、Gibson, E.(2002)。Individual Differences in sentence memory。Journal of psycholinguistic Research,31(6),573-598。  new window
3.Savage, R.、Lavers, N.、Pillay, V.(2007)。Working memory and reading difficulties: What we know and what we don't know about the relationship。Educational Psychology Review,19(2),185-221。  new window
4.Singer, M.、Ritchot, F. M.(1996)。The role of working memory capacity and knowledge access in text inference processing。Memory & Cognition,24(6),733-743。  new window
5.McKoon, G.、Ratcliff, R.(1992)。Inference during reading。Psychological Review,99(3),440-466。  new window
6.Conway, A. R. A.、Kane, M. J.、Bunting, M. F.、Hambrick, D. Z.、Wilhelm, O.、Engle, R. W.(2005)。Working memory span tasks: A methodological review and user's guide。Psychonomic Bulletin & Review,12(5),769-786。  new window
7.Gathercole, S. E.、Alloway, T. P.、Willis, C.、Adams, A. M.(2006)。Working memory in children with reading disabilities。Journal of Experimental Child Psychology,93(3),265-281。  new window
8.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
9.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
10.Magliano, J. P.、Radvansky, G. A.(2001)。Goal coordination in narrative comprehension。Psychonomic Bulletin & Review,8(2),372-376。  new window
11.Graesser, A. C.、Singer, M.、Trabasso, T.(1994)。Constructing Inferences during Narrative Text Comprehension。Psychological Review,101(3),371-395。  new window
12.Trabasso, Tom、Suh, Soyoung(1993)。Understanding text: Achieving explanatory coherence through on-line inferences and mental operations in working memory。Discourse Processes,16(1/2),3-34。  new window
13.Albrecht, J. E.,、Myers, J. L.(1995)。Role of context in accessing distantinformation during reading。Journal of Experimental Psychology: Learning, Memory, and Cognition,21,1459-1468。  new window
14.Endres, C.,、Wood, D. K.(2004)。Motivating student interest with the imagine, elaborate, predict, and confirm (IEPC) strategy。The Reading Teacher,58(4),346-357。  new window
15.Gerrig, R. J.、O'Brien, E. J.(2005)。The scope of memory-based processing。Discourse Processes,39(2/3),225-242。  new window
16.Miller、Stine-Morrow(1998)。Aging and effects of knowledge on on-line reading strategies。The Journals of Gerontology,53B(4),223-233。  new window
17.McKoon, G.,、Ratcliff, R.(1998)。Memory-based language processing: psycholinguistic research in the 1990s。Annual Review of Psychology,49,25-42。  new window
18.Rizzella, M. L.、O'Brien, E. J.(1996)。Accessing global causes during reading。Journal of Experimental Psychology: Learning, Memory, and Cognition,22,1208-1218。  new window
19.Seigneuric A., Ehrlich, M. F., Oakhill, J. V.,、Yuill, N. M.(2000)。Working memory resources and chldren's reading comprehension。An Interdisciplinary Journal,13,81-103。  new window
20.Singer, M., Andrusiak, P., Reisdorf, P.,、Black, N. L.(1992)。Individualdifferences in bridging inference processes。Memory & Cognition,20,539-548。  new window
21.Singer, M., Graesser, C. A.,、Trabasso, T.(1994)。Minimal or global inference inreading。Journal of Memory & Language,33,421-441。  new window
22.Singer, M.,、Halldorson, M.(1996)。Constructing and validating motive bridging inferences。Cognitive Psychology,30,1-38。  new window
學位論文
1.邱美秀(1996)。高中生閱讀兩難故事的工作記憶因果推論歷程研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.林慧芳(2002)。國小六年級低閱讀能力學生工作記憶與推論能力之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.陳貽照(1999)。影響中文多義詞在句中辨識歷程的因素:工作記憶容量或多義詞在語言中的比率,臺北市。  延伸查詢new window
圖書
1.林寶貴、錡寶香(1999)。中文閱讀理解測驗。臺北市:國立臺灣師範大學特殊教育學系:國立台灣師範大學特殊教育中心。  延伸查詢new window
2.黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市:心理出版社。  延伸查詢new window
3.Huck, C. S., Helper, S.,、Hickman, J.(1993)。Children's literature in theelementary school (5th ed. )。New York。  new window
4.McNamara D. S.、O'Reilly T.(2005)。Theories of comprehension skill: Knowledge and strategies versus capacity and suppression。Progress in Experimental Psychology Research。Hauppauge NY。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE