臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：符號元素數量對幼兒園發展遲緩兒童及其同儕動詞圖形符號辨識效果之研究
書刊名：臺東大學教育學報
作者：黃志雄 引用關係
作者(外文)：Huang, Chih-hsiung
出版日期：2017
卷期：28:2
頁次：頁31-59
主題關鍵詞：符號元素；發展遲緩；圖形符號；輔助溝通；Symbol component；Developmental delay；Graphic symbol；Augmentative and alternative communication；AAC
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(2) 博士論文(0) 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:27
  • 點閱點閱:7
期刊論文
1.周泰立、陸偉明、鄭秋瑾、吳瑞屯(19960600)。刺激複雜度與呈現方式對心象旋轉之不同階段的影響。中華心理學刊，38(1)，31-40。new window  延伸查詢new window
2.Zender, M.(2006)。Advancing icon design for global non verbal communication: or what does the word bow mean?。Visible Language，40(2)，177-206。  new window
3.Biederman, I.、Ju, G.(1998)。Surface versus edge-based determinants of visual recognition。Cognitive Psychology，20(1)，38-64。  new window
4.Saito, Y.、Turnbull, A.(2007)。Augmentative and Alternative Communication Practice in the Pursuit of Family Quality of Life: A Review of the Literature。Research & Practice for Persons with Severe Disabilities，32(1)，50-65。  new window
5.Trief, E.(2007)。The Use of Tangible Cues for Children with Multiple Disabilities and Visual Impairment。Journal of Visual Impairment & Blindness，101(10)，613-619。  new window
6.楊熾康、王道偉、鍾莉娟(20100700)。輔助溝通系統在早期療育中的迷思與探討。東華特教，43，1-7。  延伸查詢new window
7.林玉雯、黃台珠、劉嘉茹(20101200)。探討圖形表徵與視知覺學習偏好對生物辨識學習之影響。科學教育學刊，18(6)，521-546。new window  延伸查詢new window
8.Der, D.、Deary, I. J.(2006)。Age and Sex Differences in Reaction Time in Adulthood: Results From the United Kingdom Health and Lifestyle Survey。Psychology and Aging，21(1)，62-73。  new window
9.Collins, B. L.、Lerner, N. D.(1982)。Assessment of fire-safety symbols。Human Factors，24(1)，75-84。  new window
10.Posner, M. I.(1980)。Orienting of attention。Quarterly Journal of Experimental Psychology，32(1)，3-25。  new window
11.黃志雄、陳明聰(20080600)。阿明的電腦夢：重度障礙學生輔助溝通介入之行動研究。特殊教育學報，27，129-156。new window  延伸查詢new window
12.黃志雄、陳明聰(20110600)。普通班腦性麻痺兒童之重要成人對圖形溝通符號明識度覺知之研究。特殊教育學報，33，29-55。new window  延伸查詢new window
13.Alant, E.、Life, H.、Harty, M.(2005)。Comparison of learnability and retention between Blissymbols and CyberGlyphs。International Journal of Language and Communication Disorders，40(2)，151-169。  new window
14.Barton, A.、Sevcik, R. A.、Romski, M. A.(2006)。Exploring visual-graphic symbol acquisition by pre-school age children with developmental and language delays。Augmentative and Alternative Communication，22(1)，10-20。  new window
15.Barker, R. M.、Akaba, S.、Brady, N. C.、Thiemann-Bourque, K.(2013)。Support for AAC use in preschool, and growth in language skills, for young children with developmental disabilities。Augmentative and Alternative Communication，29(4)，334-346。  new window
16.Angermeier, K.、Schlosser, R. W.、Luiselli, J. K.、Harrington, C.、Carter, B.(2008)。Effects of iconicity on requesting with the picture exchange communication system in children with autism spectrum disorder。Research in Autism Spectrum Disorders，2(3)，430-446。  new window
17.Binger, C.、Kent-Walsh, J.、Ewing, C.、Taylor, S.(2010)。Teaching educational assistants to facilitate the multisymbol message productions of young students who require augmentative and alternative communication。American Journal of Speech-Language Pathology，19(2)，108-120。  new window
18.Dada, S.、Huguet, A.、Bornman, J.(2013)。The iconicity of picture communication symbols for children with English additional language and mild intellectual disability。Augmentative and Alternative Communication，29(4)，360-373。  new window
19.Emad, A.、Stephaniez, M.、John, U.(2011)。Effectiveness of combining tangible symbols with the picture exchange communication system to teach requesting skills to children with multiple disabilities including visual impairment。Education and Training in Autism and Developmental Disabilities，46(3)，425-435。  new window
20.Ecklund, S.、Reichle, J.(1987)。A comparison of normal children's ability to recall symbols form two logographic systems。Language, Speech, an Hearing Services in Schools，18(1)，34-40。  new window
21.Fuller, D. R.、Lloyd, L. L.(1991)。Toward a common usage of iconicity terminology。Augmentative and Alternative Communication，7(3)，215-220。  new window
22.Huang, C.-H.、Chen, M.-C.(2011)。Effect of translucency on transparency and symbol learning for children with and without cerebral palsy。Research in Developmental Disabilities，32(5)，1829-1836。  new window
23.Mizuko, M.、Reichle, J.(1989)。Transparency and recall of symbols among intellectually handicapped adults。Journal of Speech and Hearing Disorders，54(4)，627-633。  new window
24.Mirenda, P.、Locke, P. A.(1989)。A comparison of symbol transparency in nonspeaking persons with intellectual disabilities。Journal of Speech and Hearing Disorders，54(2)，131-140。  new window
25.Luftig, R. L.、Bersani, H. A.(1985)。An initial investigation of translucency, transparency, and component complexity of Blissymbolics。Journal of Children Communication Disorders，8(2)，191-209。  new window
26.Schlosser, R. W.、Sigafoos, J.(2002)。Selecting graphic symbols for an initial request lexicon: Integrative review。Augmentative and Alternative Communication，18(2)，102-123。  new window
27.Stephenson, J.(2009)。Iconicity in the development of picture skills: Typical development and implications for individuals with severe intellectual disabilities。Augmentative and Alternative Communication，25(3)，187-201。  new window
28.許子凡、林品章(20130700)。評估不同資訊負載類型的圖形符號辨識效率--以組合模式為分類依據。設計學研究，16(1)，25-40。new window  延伸查詢new window
29.許子凡、林演慶(20121200)。教育背景對圖形符號複雜度之判讀績效研究。商業設計學報，16，187-200。new window  延伸查詢new window
30.郭文金、劉嘉茹、柳賢(20151000)。探討圖形與符號表徵形式對高中生比例心理運算的影響。屏東大學科學教育，1，25-53。  延伸查詢new window
31.劉寶元、劉嘉茹(20120600)。以事件相關腦電位探討二維和三維圖形辨識之研究。教育科學研究期刊，57(2)，1-23。new window  延伸查詢new window
32.Alant, E.、Zheng, W.、Harty, M.、Lloyd, L.(2013)。Translucency ratings of Blissymbols over repeated exposures by children with Autism。Augementative and Alternative Communication，29(3)，272-283。  new window
33.Beukelman, D. R.、Hux, K.、Dietz, A.、McKelvey, M.、Weissling, K.(2015)。Using visual scene displays as communication support options for people with chronic, severe aphasia: A summary of AAC research and future research directions。Augmentative and Alternative Communication，31(3)，234-245。  new window
34.Calculator, S. N.、Black, T.(2009)。Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classroom。American Journal of Speech-Language Pathology，18(4)，329-342。  new window
35.Campbell, J. I.、Fugelsang, J.(2001)。Strategy choice for arithmetic verification: Effects of numerical surface form。Cognition，80(3)，21-30。  new window
36.Franklin, K.、Mirenda, P.、Phillips, G.(1996)。Comparisons of five symbol assessment protocols with nondisabled preschoolers and learners with severe intellectual disabilities。Augmentative and Alternative Communication，12，63-77。  new window
37.Fuller, Donald R.(1997)。Initial study into the effects of translucency and complexity on the learning of Blissymbols by children and adults with normal cognitive abilities。Augmentative and Alternative Communication，13，30-39。  new window
38.Karal, Y.、Karal, H.、Silbir, L.、Altun, T.(2016)。Standardization of a graphic symbol system as an alternative communication tool for Turkish。Educational Technology & Society，19(1)，53-66。  new window
39.Noel, M. P.、Seron, X.(1997)。On the existence of intermediate representations in numerical processing。Journal of Experimental Psychology: Learning, Memory, and cognition，23(3)，697-720。  new window
40.Schlosser, R. W.、Koul, R.、Shane, H.、Sorce, J.、Brock, K.、Harmon, A.、Hearn, E.(2014)。Effects of animation on naming and identification across two graphic symbol sets representing verbs and prepositions。Journal of Speech, Language, and Hearing Research，57(5)，1779-1791。  new window
41.Schlosser, R. W.、Shane, H.、Sorce, J.、Koul, R.、Bloomfield, E.、Debrowski, L.、Neff, A.(2012)。Animation of graphic symbols representing verbs and prepositions: Effects on transparency, name agreement, and identification。Journal of Speech, Language, and Hearing Research，55(2)，342-358。  new window
42.Tönsing, K. M.、Dada, S.、Alant, E.(2014)。Teaching graphic symbol combinations to children with limited speech during shared story reading。Augmentative and Alternative Communication，30(4)，279-297。  new window
43.韓承靜、洪蘭、蔡介立(20100300)。心像旋轉中之心智表徵特性--探討圖形複雜度與整合性的影響。教育心理學報，41(3)，551-578。new window  延伸查詢new window
44.許子凡、林品章(20080700)。認知風格對不同資訊量的判讀效率與模式特徵：以AIGA圖形符號為例。設計學研究，11(1)，87-105。new window  延伸查詢new window
45.Emms, L.、Gardner, H.(2010)。Study of two graphic symbol-teaching methods for individuals with physical disabilities and additional learning difficulties。Child Language Teaching and Therapy，2(1)，5-22。  new window
學位論文
1.Hayes, C. L.(1996)。The effects of translucency and complexity on the acquisition of Blissymbols by cognitively normal elderly individuals(碩士論文)。University of Arkansas at Little Rock，Little Rock, AR。  new window
圖書
1.教育部國語推行委員會(2002)。國小學童常用字詞調查報告書。台北市：教育部。  延伸查詢new window
2.朱瀅(2002)。實驗心理學。臺北：五南。  延伸查詢new window
3.Eysenck, M. W.、Keane, M. T.(2000)。Cognitive Psychology: A Student's Handbook。Psychology Press。  new window
4.Beukelman, D. R.、Mirenda, P.(2013)。Augmentative and alternative communication: Support children and adults with complex communication needs。Baltimore, MD：Paul H. Brooks。  new window
5.Downing, J. E.、Hanreddy, A.、Peckham-Hardin, K.(2015)。Teaching communication skills to students with severe disabilities。Baltimore, MD：Paul H. Brookes。  new window
其他
1.Nail-Chiwetalu, B.(1992)。The influence of symbol and learner factors on the learnability of Blissymbols by students with mental retardation。  new window
圖書論文
1.Paivio, A.(1990)。Dual coding theory。Mental representations: A dual coding approach。New York, NY：Oxford University Press。  new window
2.Lloyd, L. L.、Fuller, D. R.(1990)。The role of iconicity in augmentative and alternative communication symbol learning。Key issues in mental retardation research。London：Routledge。  new window
3.Johnston, S. S.、Cosbey, J.(2012)。Building blocks of a beginning communication system: Communicative model。AAC strategies: For individuals with moderate to severe disabilities。Baltimore, MD：Paul H. Brookes。  new window
4.Sweller, J.(2005)。Implications of cognitive load theory for multimedia learning。Cambridge handbook of multimedia learning。Cambridge University Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：757（臺灣：756，外國：1） ／ 本年度總使用人次：1753550 ／ 訪客人次（自102年09月）：67553045
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上