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題名：PASS認知歷程模式在國小閱讀障礙兒童認知歷程分析上之應用
書刊名：特殊教育研究學刊
作者：簡明建
作者(外文)：Jean, Ming-jiann
出版日期：1998
卷期：16
頁次：頁225-245
主題關鍵詞：PASS認知歷程；國小；閱讀障礙兒童；計畫；注意；平行處理；序列處理
原始連結：連回原系統網址new window
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  • 共同引用共同引用:104
  • 點閱點閱:27
　　　　　PASS認知歷程乃指計畫(Planning)、注意(Attention)、平行處理(Simultaneous) 和序列處理 (Successive) 歷程而言。 本研究旨在以 PASS 認知歷程模式探討閱讀障礙兒童和一般兒童認知歷程的差異。研究者首 先從臺北市十一所國小五年級中挑選 40 名閱讀障礙兒童與 40 名與其對照的一般兒童，並 從國內現有測驗中挑選六個符合 PASS 理論架構的現有測驗，研究者再自行編製六個分測驗 ，彙整成為「兒童認知歷程評量工具」，施測於閱讀障礙兒童與一般兒童，最後再以單因子 多變量變異數分析、區辨分析等統計方法進行資料分析。本研究主要發現如下： １．閱讀障礙兒童和一般兒童在認知歷程上有顯著差異：其差異主要表現在計畫歷程、語文 的平行處理歷程及序列處理歷程，前者不如後者；就 PASS 分測驗而言，此差異表現在「找 找看作業」、「填填看作業」、「配配看作業」、「語文關係」、「指指看作業」、「語詞 記憶」、「記憶廣度」等七個分測驗上。 ２． PASS 認知歷程能力可區辦閱讀障礙兒童和一般兒童： 若以四種分歷程來區辨， 可達 77.5% 的正確率，其中以語文的平行處理能力，語文的序列處理能力，以及計畫能力較具區 別力； 若以十二個分測驗來區辦，可達 87.5% 的正確率，其中以「語文關係」、「語詞記 憶」、「配配看作業」以及「找找看作業」四個分測驗較具區別力。 根據研究結果，研究者提出若干在教育行政、教學輔導及未來研究上之建議。
　　　　　PASS refers to the cognitive process entailing planning, attention, simultaneous, and successive processing, which was proposed by Naglieri & Das(1988,1990). The purposes of the study were to investigate the cognitive process differences between regular children and children with reading disabilities. A total of 80 subjects, comprised of 40 regular children and 40 children with reading disabilities from fifth grade in 11 elementary schools in Taipei, participated in the study. They were tested by the "Test Battery of Children's Cognitive Process" developed by the researcher. The obtained data were analyzed by one-way MANOVA and discriminant analysis. The major findings were as follows: There were significant differences between the two groups in the "Test Battery of Children's Cognitive Process", mainly in seven subtests, the special group was inferior to the regular group in "looking around", "filling the bland", "matching", "verbal relations", "pointing", "linguistic memory", "memory span". In terms of PASS, such differences were manifested in planning, simultaneous and successive linguistic processing. PASS successfully discriminated these two groups. Using the twelve subtests, accuracy in discrimination reached to 87.5%; using the four cognitive processing, the accuracy in discrimination was 75%. Among them, simultaneous and successive linguistic processing and planing were especially powerful. Limits of the research and its implications for educational administration, instruction and future research were discussed.
期刊論文
1.Ashbaker, M. H.、Swanson, H. L.(1996)。Short-term memory and working memory operations and their contribution to reading in adolescents with and without learning disabilities。Learning Disabilities Research & Practice，11(4)，206-213。  new window
2.Ashman, A. F.、Das, J. P.(1980)。Relation between planning and simultaneous--successive processing。Perceptual and Motor Skills，51，371-382。  new window
3.Bateman, B.(1992)。Learning disabilities: The changing landscape。Journal of Learning Disabilities，25，29-36。  new window
4.Boden, C.、Kirby, J. R.(1995)。Successive processing, phonological coding,and the remediation of reading。Journal of Cognitive Education，4(2)，19-32。  new window
5.Cummins, J. P.、Das, J. P.(1978)。Simultaneous and successive synthe-ses and linguistic processes。International Journal of Psychology，13，129-138。  new window
6.Das, J. P.(1973)。Structures of cognitive abilities: Evidence for simultaneous and successive processing。Journal of Education Psychology，65，103-108。  new window
7.Das, J. P.(1993)。Differences in cognitive processes of children with reading disabilities and normal readers。Development disabilities Bulletin，21(1)，46-62。  new window
8.Das, J. P.(1993)。Neurocognitive approach to remediation: The PREP model。Canadian Journal of School Psychology，9(2)，157-173。  new window
9.Das, J. P.、Bisanz, G.、Mancini, G.(1985)。Performance of good and poor readers on cognitive tasks: Changes with development and reading competence。Journal of Learning Disabilities，17，549-555。  new window
10.Das, J. P.、Mensink, D.、Janzen, H.(1990)。The K-ABC, coding, and planning: An investigation of cognitive processes。Journal of School Psychology，28，1-11。  new window
11.Das, J. P.、Mishra, R. K.(1991)。Relation between memory span, naming time, speech rate, and reading competence。Journal of Experimental Education，59(2)，129-139。  new window
12.Das, J. P.、Mishra, R. K.、Pool. J. E.(1995)。An experiment on cognitive remediation of word-reading difficulty。Journal of Learning Disabilities，28(2)，66-79。  new window
13.Hammill, D. D.(1990)。On defining learning disabilities: An emerging onsensus。Journal of learning disabilities，23(2)，74-84。  new window
14.Kirby, J. R.、Booth, C. A.、Das, J. P.(1996)。Cognitive processes and IQ in reading disabilities。Journal of Special Educational，29(4)，442-456。  new window
15.Kirby, J. R.、Robinson, G. L.(1987)。Simultaneous and successive processing in reading disabled children。Journal of Learning Disabilities，20，243-252。  new window
16.Naglieri, J. A.、Prewett, P.、Bardons, A. N.(1989)。An exploratory study of planning,attention, simultaneous, and successive cognitive processes。Journal of School Psychology，27，347-364。  new window
17.Naglieri, J. A.、Reardon, S.(1993)。Traditional IQ is irrelevant to learning disabilities-intelligence in not。Journal of Learning Disabilities，26，127-133。  new window
18.Schofield, N. J.、Asman, A. F.(1986)。The relationship between digit span and cognitive processing across ability groups。Intelligence，10，59-73。  new window
19.Siegel, L. S.(1989)。IQ is irrelevant to the definition of learning disabilities。Journal of Learning Disabilities，22(8)，469-478。  new window
20.Siegel, L. S.(1989)。Why we do not need intelligence test score in the definition and analysis of learning disabilities。Journal of Learning Disabilities，22，514-520。  new window
21.Snart, F.、Das, J. P.、Mensink, D.(1988)。Reading disabled children with aboveaverage IQ: A comparative examination of cognitive processing。The Journal of Special Education，22(3)，345-357。  new window
22.Spencer, F.、Snart, F.、Das, J. P.(1989)。A process-based approach to the remediation of spelling in students with reading disabilities。Alberta Journal of Educational Research，35(4)，269-282。  new window
23.Naglieri, J. A.(1989)。A cognitive processing theory for the assessment of intelligence。Education Psychologist，24，185-206。  new window
24.Naglieri, J. A.、Das, J. P.(1988)。Planning-Arousal-Simultaneous-Successive (PASS): A model for assessment。Journal of School Psychology，26，35-48。  new window
25.Naglieri, J. A.、Das, J. P.(1990)。Planning,attention, simultaneous, and successive cognitive processes as a model for assessment。School Psychology Review，19，423-442。  new window
26.Naglieri, J. A.、Das, J. P.、Stevens, J. J.、Ledbetter, M. F.(1991)。Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive tasks。Journal of School Psychology，28，1-17。  new window
27.林清山(19880100)。驗證性因素分析的理論及應用：修訂魏氏兒童智力量表之驗證性因素分析。測驗年刊，35，117-136。new window  延伸查詢new window
會議論文
1.Kirby, J. R.(1992)。PASS and reading achievement。Annual Meeting of the American Psychological Association。  new window
研究報告
1.曾世杰(1996)。閱讀低成就學童及一般學童的閱讀歷程成份分析研究 (計畫編號：NSC-83-0301-H-024-009)。  延伸查詢new window
學位論文
1.溫詩麗(1996)。北市國小閱讀障礙資源班學生認知能力組型之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.Welch, T. A.(1992)。Predicting academic achievement of hearing-impaired students using the Wechsler Performance Scale and the Planning, Attention, Simultaneous,Successive (PASS) model of cognitive processing(博士論文)。The Ohio State University。  new window
3.林玟慧(1995)。閱讀理解策略教學對國中閱讀障礙學生閱讀效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.洪慧芳(1993)。文字組合規則與漢語閱讀障礙--對漢語閱讀障礙學童的一項追蹤研究(碩士論文)。國立中正大學。  延伸查詢new window
5.林國花(1990)。國小閱讀障礙兒童成就與能力差距鑑定方式研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
6.黃桂君(1991)。「修訂考夫曼兒童智力測驗」對國民小學語文學習障礙兒童鑑定功能之分析(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.藍慧君(1991)。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.何美慧(1987)。學習障礙兒童記憶策略教學效果之研究(碩士論文)。國立臺灣教育學院。  延伸查詢new window
9.王瓊珠(1992)。國小六年級閱讀障礙兒童與普通兒童閱讀認知能力之比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.詹文宏(1995)。後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
11.胡永崇(1995)。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
圖書
1.洪儷瑜(1998)。學習障礙者教育。台北市：心理出版社。  延伸查詢new window
2.吳武典、張正芬(1984)。國語文能力測驗指導手冊。國立臺灣師範大學特殊教育中心。  延伸查詢new window
3.周台傑、邱上真、宋淑慧(1993)。多向度注意力測驗指導手冊。臺北：心理出版社。  延伸查詢new window
4.Das, J. P.、Naglieri, J. A.、Kirby, J. R.(1994)。Assessment of cognitive processes: The PASS theory of intelligence。Allyn and Bacon。  new window
5.柯華葳(1992)。台灣地區閱讀研究文獻回顧。中正大學認知科學研究中心。  延伸查詢new window
6.Bender, W.(1995)。Learning Disabilities。Needham Hieghts：Allyn & Bacon。  new window
7.Das, J. P.、Kar, B. C.、Parrila, R. K.(1996)。Cognitive planning: The psychological basis of intelligent behavior。New Delhi：Sage Publishing Co.。  new window
8.Tabachnick, B. G.、Fidell, L. S.(1996)。Using multivariate statistics。N.Y.：HarperCollins College Publishers。  new window
9.Naglieri, J. A.、Das, J. P.(1997)。Das-Naglieri: Cognitive Assessment System。Illinois：Riverside Publishing Co.。  new window
其他
1.Price, P. S.(1987)。Validity of planning, attention, simultaneous, and successive cognitive processing tasks(NO.8804090)。  new window
 
 
 
 
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