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題名:中學生閱讀科學圖文與不同語意透明度之學術詞彙的認知處理策略--眼動追蹤研究
書刊名:教育心理學報
作者:郭品纖簡郁芩
作者(外文):Kuo, Pin-hsienJian, Yu-cin
出版日期:2022
卷期:53:4
頁次:頁949-977
主題關鍵詞:語意透明度學術詞彙科學圖文眼動追蹤閱讀策略Semantic transparencyAcademic wordsIllustrated scientific textEye trackingReading strategy
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 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:0
  • 共同引用共同引用:85
  • 點閱點閱:5
期刊論文
1.Schnotz, W.、Bannert, M.(2003)。Construction and interference in learning from multiple representation。Learning and Instruction,13(2),141-156。  new window
2.陳明蕾、柯華葳(20131100)。學習障礙兒童線上閱讀歷程:來自眼球移動的證據。特殊教育研究學刊,38(3),81-103。new window  延伸查詢new window
3.Canham, M.、Hegarty, M.(2010)。Effects of knowledge and display design on comprehension of complex graphics。Learning and Instruction,20(2),155-166。  new window
4.張菀真、辜玉旻(20111100)。國小高、低閱讀能力學童圖文閱讀的理解策略。臺北市立教育大學學報. 教育類,42(2),93-121。new window  延伸查詢new window
5.Mason, L.、Tornatora, M. C.、Pluchino, P.(2013)。Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns。Computers & Education,60,95-109。  new window
6.Van Gog, T.、Paas, F.、Van Merriёnboer, J. J. G.、Witte, P.(2005)。Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting。Journal of Experimental Psychology: Applied,11(4),237-244。  new window
7.洪國鈞、李姝慧、陳修元、周泰立(20100900)。語意部件與關聯強度對成人與國小五年級孩童漢字語意處理效應的差異。中華心理學刊,52(3),327-344。new window  延伸查詢new window
8.McTigue, E. M.、Flowers, A. C.(2011)。Science visual literacy: Learners' perceptions and knowledge of diagrams。The Reading Teacher,64(8),578-589。  new window
9.吳訓生(20020800)。國小高、低閱讀理解能力學生閱讀理解策略之比較研究。特殊教育學報,16,65-104。new window  延伸查詢new window
10.Hannus, Matti、Hyönä, Jukka(1999)。Utilization of illustrations during learning of science textbook passages among low-and high-ability children。Contemporary Educational Psychology,24(2),95-123。  new window
11.Hegarty, M.、Just, M. A.(1993)。Constructing mental models of machines from text and diagrams。Journal of Memory and Language,32(6),717-742。  new window
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。new window  延伸查詢new window
13.柯華葳、詹益綾(20071200)。國民中學閱讀推理篩選測驗編製報告。測驗學刊,54(2),429-449。new window  延伸查詢new window
14.李姝慧、洪國鈞、周泰立(20140300)。A Longitudinal Study of Association Strength and Semantic Transparency in Semantic Processing of Chinese Characters in Children。中華心理學刊,56(1),1-11。new window  new window
15.黃博聖、劉政宏、陳學志(20170600)。不同結果狀態對正、負向回饋的注意與回憶效果。教育心理學報,48(4),469-486。new window  延伸查詢new window
16.Libben, Gary、Gibson, Martha、Yoon, Yeo B.、Sandra, Dominiek(2003)。Compound fracture: The role of semantic transparency and morphological headedness。Brain and Language,84(1),50-64。  new window
17.陳世文、楊文金(20081200)。學生對科學教科書詞彙關係理解之分析。教科書研究,1(2),101-127。new window  延伸查詢new window
18.Jian, Y.-C.、Ko, H.-W.(2014)。Investigating the effects of background knowledge on Chinese word processing during text reading: Evidence from eye movements。Journal of Research in Reading,37(S1),S71-S86。  new window
19.Rayner, Keith(1998)。Eye Movements in Reading and Information Processing: 20 Years of Research。Psychological Bulletin,124(3),372-422。  new window
20.鄭可萱、李松濤(20181200)。當科學素養與閱讀素養相遇:高中學生科學新聞閱讀策略之實驗研究。教育科學研究期刊,63(4),157-192。new window  延伸查詢new window
21.Jian, Y.-C.(2016)。Fourth graders' cognitive processes and learning strategies for reading illustrated biology texts: Eye movement measurements。Reading Research Quarterly,51(1),93-109。  new window
22.Jian, Y.-C.、Ko, H.-W.(2017)。Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study。Computers & Education,113,263-279。  new window
23.Mason, L.、Pluchino, P.、Tornatora, M. C.、Ariasi, N.(2013)。An eye-tracking study of learning from science text with concrete and abstract illustrations。The Journal of Experimental Education,81(3),356-384。  new window
24.林小慧、吳心楷(20190300)。科學探究能力評量之標準設定與其效度檢核。教育心理學報,50(3),473-502。new window  延伸查詢new window
25.Jian, Y.-C.(2021)。The immediate and delayed effects of text-diagram reading instruction on reading comprehension and learning processes: evidence from eye movements。Reading and Writing,34,727-752。  new window
26.Jian, Y.-C.、Su, J.-H.、Hsiao, Y.-R.(2019)。Differentiated processing strategies for science reading among sixth-grade students: exploration of eye movements using cluster analysis。Computers and Education,142。  new window
27.Schnotz, W.、Ludewig, U.、Ullrich, M.、Horz, H.、McElvany, N.、Baumert, J.(2014)。Strategy shifts during learning from texts and pictures。Journal of Educational Psychology,106(4),974-989。  new window
28.Wu, C.-J.、Liu, C.-Y.、Yang, C.-H.、Wu, C.-Y.(2021)。Children's reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols。International Journal of Science Education,43(1),105-127。  new window
29.官英華(20201200)。語音轉碼對臺灣大學生閱讀歷程的影響:來自眼動實驗的證據。教育心理學報,52(2),459-488。new window  延伸查詢new window
30.王孜甯、簡郁芩(20220600)。科學圖文閱讀眼動研究之系統回顧。教育心理學報,53(4),773-799。new window  延伸查詢new window
31.廖斌吟、楊文金(20170700)。連接成分在科學教與學研究與實務課題之必要性。科學教育月刊,400,9-22。  延伸查詢new window
32.Andrews, S.、Miller, B.、Rayner, K.(2004)。Eye movements and morphological segmentation of compound words: There is a mouse in mousetrap。European Journal of Cognitive Psychology,16,285-311。  new window
33.Brusnighan, S. M.、Folk, J. R.(2012)。Combining contextual and morphemic cues is beneficial during incidental vocabulary acquisition: Semantic transparency in novel compound word processing。Reading Research Quarterly,47,172-190。  new window
34.Chen, M.、Chen, C.(2020)。Do readers adjust their lower- and higher-level language skills according to text structures? Evidence from eye movements in Chinese text reading。Journal of Research in Reading,43,180-200。  new window
35.Guo, D.、McTigue, E. M.、Matthews, S. D.、Zimmer, W.(2020)。The impact of visual displays on learning across the disciplines: A systematic review。Educational Psychology Review,32,627-656。  new window
36.Jian, Y.-C.(2017)。Eye-movement patterns and reader characteristics of students with good and poor performance when reading scientific text with diagrams。Reading and Writing,30,1447-1472。  new window
37.Jian, Y.-C.(2020)。Teaching fourth-grade students of different reading abilities to read biological illustrations and integrate in-text information: An empirical experiment。Research in Science Education,50,2269-2282。  new window
38.Jian, Y.-C.、Chen, M.-L.、Ko, H.-W.(2013)。Context effects in processing of Chinese academic words: An eye-tracking investigation。Reading Research Quarterly,48,403-413。  new window
39.Or-Kan, S.(2016)。Processing academic science reading texts through context effects: Evidence from eye movements。EURASIA Journal of Mathematics Science and Technology Education,13,771-790。  new window
40.Scheiter, K.、Schubert, C.、Schüler, A.(2018)。Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia。British Journal of Educational Psychology,88,80-94。  new window
41.Stieff, M.、Hegarty, M.、Deslongchamps, G.(2011)。Identifying representational competence with multi-representational displays。Cognition and Instruction,29,123-145。  new window
42.Trevors, G.、Feyzi-Behnagh, R.、Azevedo, R.、Bouchet, F.(2016)。Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports。Learning and Instruction,42,31-46。  new window
圖書
1.Halliday, M. A. K.、Matthiessen, C. M. I. M.(2014)。An introduction to functional grammar。New York, NY:Routledge。  new window
2.Wellington, Jerry、Osborne, Jonathan(2001)。Language and literacy in science education。Open University Press。  new window
3.Snow, C.(2002)。Reading for understanding: Toward an R&D program in reading comprehension。RAND。  new window
4.Paivio, Allan(1986)。Mental representations: A dual coding approach。Oxford University Press。  new window
5.Mayer, R. E.(2005)。The Cambridge handbook of multimedia learning。Cambridge University Press。  new window
6.Packard, Jerome Lee(2000)。The morphology of Chinese: A linguistic and cognitive approach。Cambridge University Press。  new window
7.柯華葳、陳明蕾、游婷雅(2017)。掌握策略快樂閱讀。教育部國民及學前教育署。  延伸查詢new window
圖書論文
1.Levin, J. R.(1982)。Pictures as prose-learning devices。Advances in psychology: vol. 8. Discourse Processing。Amsterdam:North-Holland。  new window
 
 
 
 
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