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引文資料
題名:
兒童摘要的推論歷程
書刊名:
教育心理學報
作者:
連啟舜
/
曾玉村
作者(外文):
Lien, Chi-shun
/
Tzeng, Yuh-tsuen
出版日期:
2018
卷期:
49:4
頁次:
頁537-556
主題關鍵詞:
推論
;
概括化推論
;
鉅觀結構
;
摘要
;
Generalization inference
;
Inference
;
Macrostructure
;
Summarization
原始連結:
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相關次數:
被引用次數:期刊(
2
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
2
共同引用:
13
點閱:6
摘要是形成文本表徵的重要基礎(Kintsch & van Dijk, 1978)。讀者若能形成理想的文章摘要,亦即將文章的內容形成「鉅觀結構」(Kintsch, 1998)。讀者依照三個「鉅觀規則」:刪除(deletion)、概括(generalization)和建構(construction)來形成文章的鉅觀結構(van Dijk,1980)。讀者在摘要的歷程中,必須進行文本局部及整體連貫性的推論,「刪除」規則需要讀者將文本與其背景知識整合,以推論文章訊息或概念的重要性,決定這些訊息是否應該保留在摘要中。「概括化」和「建構」兩個規則,需要將相似或相同位階的概念加以整合,以提取上位概念,進而建構出能涵蓋下位概念的「主題句」。本研究將探討摘要的推論歷程進行分析,深入探討讀者在形成摘要時,「刪除」、「概括」和「建構」推論所扮演的角色。研究一的目的是比較國小學童摘要「刪除」、「概括化」和「建構」三種推論能力的發展。我們將四至六年級國小學童依其識字、閱讀能力進行配對,並透過實驗材料的操弄,比較國小學童在摘要歷程中刪除、概括化和建構三種推論發展差異。結果發現「概括化」和「建構」能力是影響摘要表現的重要因素。研究二的目的是探討概括化能力的發展差異以及對學童摘要表現上的影響。分別測量四年級和六年級學童的概括化能力,進而分析概括化能力與閱讀理解對說明文摘要表現之影響。結果發現概括化推論能力有發展上的差異,概括化能力可以有效地預測四年級學童之摘要表現。
以文找文
The ability of summarization is an important indicator of textbase understanding. Readers who are able to write an ideal summary of text can build up the macrostructure of text and extract the literal meaning from the text (Kintsch, 1998). A lot of local and global inferences were needed for macrostructure. Readers employ the three macro-rules during reading: First, readers delete both redundant and trivial information from the text. In order to do so, readers read text elements sequentially and decide the importance for each element on inclusion or deletion by their background knowledge. After deletion procedure, readers generalize related or similar concepts/sentences and construct superoridinate terms as substitutes. In this paper, two studies were presented to show how these inferences affected the construction of summary. In the first study, the purpose was to investigate the development of there types of inferences during summarization (i.e., deletion, generalization and construction). Fifty-three fourth graders, 55 fifth graders and 56 sixth graders were recruited from an elementary school in Chia-Yi City. Three versions of experimental texts, which were created to examine deletion, generalization, and construction inference-making abilities respectively, were given to participants for writing 60-words summaries. There was a significant developmental difference between fourth and sixth graders on the performance of generalization. Then, we selected low-ability participants from the 6th grade level and matched their word-recognition and reading-comprehension scores with participants on 4th grade. The result showed that there was a reliable difference between the low-ability group and the comprehension-match group. In the second study, the purpose was to examine how generalization inference affected children's summarization. Sixty-five fourth graders and 53 sixth graders were recruited from an elementary school in Yunlin County. All participants were administered the Reading Comprehension growth Test, the generalization test, and the expository summarization assessment. The results showed that there was significant developmental difference on the performance of generalization inference. In addition, the generalization inference reliably predicted the performance of summarization for the fourth graders.
以文找文
期刊論文
1.
Landauer, T. K.、Foltz, P. W.、Laham, D.(1998)。An Introduction to Latent Semantic Analysis。Discourse Processes,25(2/3),259-284。
2.
Kintsch, W.(1994)。Text comprehension, memory and learning。American Psychologist,49(4),294-303。
3.
Kintsch, W.(1993)。Information accretion and reduction in text processing: Inferences。Discourse Process,16(1/2),193-202。
4.
陳明蕾、王學誠、柯華葳(20091200)。中文語意空間建置及心理效度驗證:以潛在語意分析技術為基礎。中華心理學刊,51(4),415-435。
延伸查詢
5.
Brown, A. L.、Day, J. D.、Jones, R. S.(1983)。The development of plans for summarizing texts。Child Development,54(4),968-979。
6.
Mangliano, J. P.、Trabasso, T.、Graesser, A. C.(1999)。Strategic processing during comprehension。Journal of Educational Psychology,91(4),615-629。
7.
Ritchey, K. A.(2011)。How generalization inferences are constructed in expository text comprehension。Contemporary Educational Psychology,36,280-288。
8.
Graesser, A. C.、Millis, K. K.、Zwaan, R. A.(1997)。Discourse comprehension。Annual Review of Psychology,48(1),163-189。
9.
Alterman, R.、Bookman, L. A.(1990)。Some computational experiments in summarization。Discourse Processes,13,143-174。
10.
Graesser, A. C.、Singer, M.、Trabasso, T.(1994)。Constructing Inferences during Narrative Text Comprehension。Psychological Review,101(3),371-395。
11.
Lorch, R. F.、van den Broek, P. W.(1997)。Understanding reading comprehension: Current and future contributions of cognitive science。Contemporary Educational Psychology,22,213-246。
12.
連啟舜、陳弘輝、曾玉村(20161200)。閱讀之摘要歷程探究。教育心理學報,48(2),133-158。
延伸查詢
13.
Lorch, R. F. Jr.、Lorch, E.、Ritchey, K.、McGovern, L.、Coleman, D.(2001)。Effects of headings on text summarization。Contemporary Educational Psychology,26(2),171-191。
14.
Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior,22(1),1-14。
15.
Kintsch, W.、Van Dijk, T. A.(1978)。Toward a model of text comprehension and production。Psychological Review,85(5),363-394。
16.
Radev, D. R.、Hovy, E.、McKeown, K.(2002)。Introduction to the special issue on summarization。Computational Linguistics,28(4),399-408。
17.
Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review,95(2),163-182。
18.
McKoon, G.、Ratcliff, R.(1992)。Inference during reading。Psychological Review,99(3),440-466。
19.
Kintsch, E.(1990)。Macroprocesses and Microprocesses in the Development of Summarization Skill。Cognition and Instruction,7(3),161-195。
會議論文
1.
連啟舜、林小慧、林心韻、曾玉村、簡馨瑩(2014)。摘要歷程中概念歸納能力測驗之編製。第十一屆海峽兩岸心理與教育測驗學術研討會,國立臺中教育大學主辦 。臺中市:國立臺中教育大學。
延伸查詢
2.
Lien, C. S.、Chen, H. H.(2012)。Assessment of children's summarization ability: An alternative measure of reading comprehension。The Cognitive Science Society 2012 Annual Meeting。Sapporo。
3.
Lien, C. S.、Tseng, Y. C.、Tzeng, Y. T.(2015)。Prediction of children's summarization abilities: Relative contribution of inference, generalization, working memory and other cognitive skills。Society for the Scientific Study of Reading 2015 Annual Meeting。Hawaii。
圖書
1.
Leslie, L.、Caldwell, J.(1995)。Qualitative reading inventory。New York:HarperCollins。
2.
柯華葳(1999)。閱讀理解困難篩選測驗。臺北:行政院國家科學委員會特殊教育工作小組。
延伸查詢
3.
陳榮華、陳心怡(2007)。魏氏兒童智力量表。臺北市:中國行為科學社。
延伸查詢
4.
Bartlett, Frederic Charles(1932)。Remembering: A Study in Experimental and social Psychology。Cambridge University Press。
5.
黃秀霜(1996)。中文年級認字量表。台北:心理。
延伸查詢
6.
Snow, Catherine E.(2002)。Reading for understanding: Toward a research and development program in reading comprehension。RAND。
7.
蘇宜芬、洪儷瑜、陳柏熹、陳心怡(2015)。閱讀理解成長測驗。臺北:中國行為科學社。
延伸查詢
8.
van Dijk, Tenu. A.(1980)。Macrostructures: an interdisciplinary study of global structures in discourse, interaction, and cognition。Hillsdale, NJ:Lawrence Erlbaum Associates。
9.
林幸台、吳武典、王振德、蔡崇建、郭靜姿、胡心慈(2000)。綜合心理能力測驗。台北:心理。
延伸查詢
10.
Kintsch, Walter(1998)。Comprehension: A paradigm for cognition。Cambridge University Press。
11.
van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。
圖書論文
1.
吳敏而(1993)。摘取文章大意的教材教法。國民小學國語科教材教法研究。台北市:台灣省國民學校教師研究會。
延伸查詢
2.
Stein, N. L.、Trabasso, T.(1985)。The search after meaning: Comprehension and comprehension monitoring。Applied developmental psychology。San Diego, CA:Academic Press。
3.
Meyer, B. J. F.(1977)。The structure of prose: Effects on learning and memory and implications for educational practice。Schooling and the acquisition of knowledge。Hillsdale, NJ:Lawrence Erlbaum。
4.
Cain, K.、Oakhill, J.(1998)。Comprehension skills and inference-making ability: Issues of causality。Reading and spelling: Development and disorders。New Jersey, NJ:Lawrence Erlbaum。
5.
van den Broek, P.(1994)。Comprehension and memory of narrative texts: Inferences and coherence。Handbook of psycholinguistics。San Diego, CA:Academic Press。
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