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。 |
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。 延伸查詢 |
3. | Canham, M.、Hegarty, M.(2010)。Effects of knowledge and display design on comprehension of complex graphics。Learning and Instruction,20(2),155-166。 |
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。 延伸查詢 |
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。 |
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。 |
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。 延伸查詢 |
8. | McTigue, E. M.、Flowers, A. C.(2011)。Science visual literacy: Learners' perceptions and knowledge of diagrams。The Reading Teacher,64(8),578-589。 |
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。 延伸查詢 |
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。 |
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。 |
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. | 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。 延伸查詢 |
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。 |
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。 延伸查詢 |
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。 |
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。 延伸查詢 |
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。 |
19. | Rayner, Keith(1998)。Eye Movements in Reading and Information Processing: 20 Years of Research。Psychological Bulletin,124(3),372-422。 |
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。 延伸查詢 |
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。 |
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。 |
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。 |
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。 延伸查詢 |
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。 |
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。 |
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。 |
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。 |
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。 延伸查詢 |
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。 延伸查詢 |
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 |
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。 |
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。 |
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。 |
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。 |
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。 |
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。 |
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。 |
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。 |
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。 |
41. | Stieff, M.、Hegarty, M.、Deslongchamps, G.(2011)。Identifying representational competence with multi-representational displays。Cognition and Instruction,29,123-145。 |
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。 |