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題名：工作記憶力、後設認知能力對於國小高年級一般兒童與注意力缺陷過動症兒童之數常識發展的徑路結構分析
書刊名：科學教育學刊
作者：李茂能／楊德清 引用關係
作者(外文)：Li, Fred Mao-neng／Yang, Der-ching
出版日期：2015
卷期：23:3
頁次：頁265-291
主題關鍵詞：工作記憶；注意力缺陷過動症；後設認知；徑路結構分析；數常識；Working memory；ADHD；Meta-cognition；Structural path analysis；Number sense
原始連結：連回原系統網址new window
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本文旨在探究一般學生與注意力缺陷過動症（ADHD）學童的「工作記憶力」、「後設認知能力」與「數常識發展」間之徑路結構關係。調查研究樣本取自雲嘉南地區705位國小高年級學生。利用SPSS與Amos進行資料分析，獲得以下重要結論：一、在「數常識」表現上，一般兒童比單純注意力缺陷（ADD）兒童與混合型ADHD兒童優異，ADD與ADHD兒童表現並無顯著差異。不過，從兩組之平均數差異看來，ADHD兒童（具有雙重障礙）要比ADD兒童落後許多，未達到.050之顯著水準可能係因樣本過小所致。二、工作記憶對於數常識無直接的顯著影響力，但可透過後設認知間接顯著影響數常識之發展；工作記憶與後設認知也具有密切關係，因此工作記憶的強化將有助於後設認知能力的發展。三、後設認知對於數常識能力具有顯著的直接影響力，直接增強學生的後設認知能力，將能改善數常識能力。四、後設認知能力、工作記憶與「數常識表現」間之完全中介效果徑路模式，可適用於一般兒童與ADHD兒童。五、工作記憶與後設認知等能力是數常識發展的先備知能，知能上的缺陷會導致數常識學習的障礙。因此，數常識教學成效的提升，有賴教師對這些前導知能的訓練。
This study aimed to explore and confirm the proposed causal relationship between “working memory,＂ “meta-cognition＂ and “number sense development＂ for normal and ADHD students to determine the main learning disabilities factors affecting student's number sense development. A total of 705 5th-grade and 6th-grade students were sampled from 12 elementary schools in southern Taiwan. Data were analyzed using SPSS and Amos. Several important findings or conclusions are listed below: 1. The performance of normal children in number sense was better than that of ADHD children. 2. There was no significant direct effect of working memory on the number sense performance, however students' number sense could be indirectly enhanced through metacognition as a mediating factor. 3. Number sense could be directly strengthened via metacognition. 4. The proposed SEM model for metacognition, working memory capability, and number sense development worked equally well for normal children and those with ADHD. 5. A deficit in working memory and meta-cognition was found to be related to difficulty in developing number sense. The effectiveness of number sense instruction relies on the development of these prerequisite knowledge or skills in working memory and meta-cognition.
期刊論文
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會議論文
1.李東霖、洪碧霞、邱上貞、李岳勳(200403)。電腦化數與空間工作記憶測驗效度議題之探討。科技化測驗與能力指標評量國際學術研討會。臺南市：國立臺南師範學院測驗統計研究所。  延伸查詢new window
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研究報告
1.洪小婷(2008)。二年級數與空間工作記憶薄弱學生數學問題理解電腦化輔具介入效益的探討 (計畫編號：NSC96-2815-C-024-013-S)。臺北市：中華民國行政院科技部。  延伸查詢new window
2.楊德清、李茂能(2007)。九年一貫國小階段數常識電腦化診斷測驗系統之開發與應用 (計畫編號：NSC95-2521-S-415-001)。臺北市：行政院國家科學委員會。  延伸查詢new window
3.楊德清、李茂能(2010)。開發數位學習活動以幫助國小5、6年級學生發展數字常識之研究 (計畫編號：NSC97-2511-S-415-010-MY3)。臺北市：行政院國家科學委員會。  延伸查詢new window
學位論文
1.黃小玲(2002)。注意力不足兒童多向度注意力訓練成效之研究(碩士論文)。臺中師範學院。  延伸查詢new window
2.李亞惠(2003)。國小三年級數學學習困難學生與普通學生工作記憶之研究(碩士論文)。彰化師範大學。  延伸查詢new window
3.李後昆(2006)。國小數學低成就學童工作記憶、數學概念、後設認知與問題表徵之相關研究(碩士論文)。國立臺南大學，臺南市。  延伸查詢new window
4.林健禾(2009)。注意力與過動特徵與數學學業表現的關係：以工作記憶為中介的模式(碩士論文)。國立臺南大學，臺南市。  延伸查詢new window
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圖書
1.Curriculum Planning and Development Division, Ministry of Education(2012)。Primary mathematics teaching and learning syllabus。Singapore：Ministry of Education。  new window
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其他
1.吳佑佑(2010)。兒童期行為問題的認識與處理，http://www.google.com.tw/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCEQFjABahUKEwibwdSgzNjHAhWD5aYKHUc5Bdw&url=http%3A%2F%2F163.30.23.133%2Fclass2%2Finstructionfile%2Fdownloadfile.php%3Fgroupname%3Dt2225%26instructionfilename%3D75.pp， 2010/12/06。  new window
2.林志堅，侯伯勳(2015)。兒童青少年心智疾患簡介--注意力不足過動症，http://www.vghtc.gov.tw/GipOpenWeb/wSite/public/Attachment/f1404085629873.pdf， 2015/02/01。  延伸查詢new window
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圖書論文
1.Fougnie, D.(2008)。The relationship between attention and working memory。New research on short-term memory。New York：Nova Science。  new window
2.Kalchman, M.、Moss, J.、Case, R.(2001)。Psychological models for the develoment of mathematical understanding: Rational numbers and functions。Cognition and instruction: Twenty-five years of progress。Mahwah, NJ：Lawrence Erlbaum。  new window
3.Swanson, J. M.、Posner, M. I.、Cantwell, D.、Wigal, S.、Crinella, F.、Filipek, P.(1998)。Attention-deficit/hyperactivity disorder: Symptom domains, cognitive processes & neural networks。The attentive brain。Boston, MA。  new window
4.Schoenfeld, A. H.(1992)。Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics。Handbook for research on mathematics teaching and learning。New York：MacMillan。  new window
 
 
 
 
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