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題名 學前兒童分類行為的探討 作者 羅文唎 貢獻者 柯華葳
羅文唎日期 1987 上傳時間 4-May-2016 17:20:30 (UTC+8) 摘要 摘要
目錄 圖表目次 第一章 緒論………1 第一節 研究動機與目的………1 第三節 文獻探討………10 第三節 研究架構與問題假設………23 第四節 研究名詞的操作型定義………33 第二章 研究進行………38 第一節 實驗前的嘗試性階段………38 第二節 測量工具的建立………40 第三節 預試階段:指導語的設定………43 第四節 實驗一 目的與方法………46 結果與討論………50 第五節 實驗二 目的與方法………70 結果與討論………72 第三章 綜合討論………80 第一節 指導語對分類行為的影響………80 第二節 兒童在自由分類中的行為分析………82 第三節 自由分類中有關測量工具的問題………88 第四節 分類作業中，競爭行為趨勢的探討………90 第五節 語文標籤在分類作業中所扮演的角色………91 第六節 分類與歸類的關係………93 第四章 總論與建議………95 第一節 總論………95 第二節 建議………98 參考書目………104 中文部份………104 英文部份………104 附錄一 實驗前的嚐試性階段所使用的測量工具及兒童分類之反應………114 附錄二 國小一年級學生對常用國字一百字所作的自由聯想詞………117 附錄三 國外研究在歸類作業中所使用的實驗材料………119 附錄四 以自由聯想方式產生的互補配對反應一覽表………121 附錄五 本研究的測量工具………122 附錄六 成人分類的反應與理由………124 附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128 附錄八 弗里曼三因子等級變異數分析中受試的原始分數 和等級分數.........................................................138 附錄九 實驗二兒童的反應與理由………139 圖表目次 圖一 實驗一的研究架構及簡要流程圖………31 圖二 實驗二的研究架構及簡要流程圓………32 圖三 各年齡組兒童在不同的四種實驗處理之下，上屬分類的表現情形………69 圖四 不同年齡的受試在歸類和分類作業上做上屬分類反應的表現情形………78 表一 各年齡組在第一次分類反應的次數和百分比………52 表二 各年齡組在第二次分類反應的次數和百分比………56 表三 移走混淆刺激後各年齡組分類反應的情形………58 表四 語文標籤情況下，各年齡組兒童歸類反應情形………60 表五 各年齡組受試經歷不同實驗處理後的分類反應情形………61 表六 各年齡組互補配對反應的人數………62 表七 五十六名男女生不同反應型態的反應次數………64 表八 第一次分類中各年齡組在上屬分類反應的平均得分情形………65 表九 各年齡組受試在第一次上屬分類反應結果變異數分析摘要表………65 表十 前二次分類談會中各年齡組在上屬分類的得分情形………66 表十一 各年齡組在前三次機會中上屬分類反應結果長異數分析摘要表………66 表十二 各年齡組在歸類和分類作業上反應人數的分配情形………73 表十三 各年齡組受試作歸類、分類作業各種反應的人數分配情形………74 表十四 各年齡組受試在歸類作業上，上屬歸類反應的變異數分析摘要表………77 表十五 各年齡組受試在分類作業上，上屬分類反應的變異數分析摘要表………77參考文獻 參考書目 一、中文部份 石元健 命運與邏輯，大江出版社，民59。 朱耀沂 世界動物圖鑑，哺乳動物(一)，光復書局，民74。 陳青青 我國兒童數量空間概念保存性的發展研究，台北市立女師專兒童研究實驗中心研究報告，民63。 劉錫麒 我國兒童保留概念的發展，師大教育研究所碩士論文，民62。 蘇建文 兒童量的保留概念發展之研究，中國測驗學會測驗年刊，民62，第20輯，61~75頁。 二、英文部份 Annett, M. 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國立政治大學
心理學系資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002006085 資料類型 thesis dc.contributor.advisor 柯華葳 zh_TW dc.contributor.author (Authors) 羅文唎 zh_TW dc.creator (作者) 羅文唎 zh_TW dc.date (日期) 1987 en_US dc.date.accessioned 4-May-2016 17:20:30 (UTC+8) - dc.date.available 4-May-2016 17:20:30 (UTC+8) - dc.date.issued (上傳時間) 4-May-2016 17:20:30 (UTC+8) - dc.identifier (Other Identifiers) B2002006085 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/91004 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 心理學系 zh_TW dc.description.abstract (摘要) 摘要 zh_TW dc.description.abstract (摘要) 目錄 圖表目次 第一章 緒論………1 第一節 研究動機與目的………1 第三節 文獻探討………10 第三節 研究架構與問題假設………23 第四節 研究名詞的操作型定義………33 第二章 研究進行………38 第一節 實驗前的嘗試性階段………38 第二節 測量工具的建立………40 第三節 預試階段:指導語的設定………43 第四節 實驗一 目的與方法………46 結果與討論………50 第五節 實驗二 目的與方法………70 結果與討論………72 第三章 綜合討論………80 第一節 指導語對分類行為的影響………80 第二節 兒童在自由分類中的行為分析………82 第三節 自由分類中有關測量工具的問題………88 第四節 分類作業中，競爭行為趨勢的探討………90 第五節 語文標籤在分類作業中所扮演的角色………91 第六節 分類與歸類的關係………93 第四章 總論與建議………95 第一節 總論………95 第二節 建議………98 參考書目………104 中文部份………104 英文部份………104 附錄一 實驗前的嚐試性階段所使用的測量工具及兒童分類之反應………114 附錄二 國小一年級學生對常用國字一百字所作的自由聯想詞………117 附錄三 國外研究在歸類作業中所使用的實驗材料………119 附錄四 以自由聯想方式產生的互補配對反應一覽表………121 附錄五 本研究的測量工具………122 附錄六 成人分類的反應與理由………124 附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128 附錄八 弗里曼三因子等級變異數分析中受試的原始分數 和等級分數.........................................................138 附錄九 實驗二兒童的反應與理由………139 圖表目次 圖一 實驗一的研究架構及簡要流程圖………31 圖二 實驗二的研究架構及簡要流程圓………32 圖三 各年齡組兒童在不同的四種實驗處理之下，上屬分類的表現情形………69 圖四 不同年齡的受試在歸類和分類作業上做上屬分類反應的表現情形………78 表一 各年齡組在第一次分類反應的次數和百分比………52 表二 各年齡組在第二次分類反應的次數和百分比………56 表三 移走混淆刺激後各年齡組分類反應的情形………58 表四 語文標籤情況下，各年齡組兒童歸類反應情形………60 表五 各年齡組受試經歷不同實驗處理後的分類反應情形………61 表六 各年齡組互補配對反應的人數………62 表七 五十六名男女生不同反應型態的反應次數………64 表八 第一次分類中各年齡組在上屬分類反應的平均得分情形………65 表九 各年齡組受試在第一次上屬分類反應結果變異數分析摘要表………65 表十 前二次分類談會中各年齡組在上屬分類的得分情形………66 表十一 各年齡組在前三次機會中上屬分類反應結果長異數分析摘要表………66 表十二 各年齡組在歸類和分類作業上反應人數的分配情形………73 表十三 各年齡組受試作歸類、分類作業各種反應的人數分配情形………74 表十四 各年齡組受試在歸類作業上，上屬歸類反應的變異數分析摘要表………77 表十五 各年齡組受試在分類作業上，上屬分類反應的變異數分析摘要表………77 - dc.description.tableofcontents 目錄 圖表目次 第一章 緒論………1 第一節 研究動機與目的………1 第三節 文獻探討………10 第三節 研究架構與問題假設………23 第四節 研究名詞的操作型定義………33 第二章 研究進行………38 第一節 實驗前的嘗試性階段………38 第二節 測量工具的建立………40 第三節 預試階段:指導語的設定………43 第四節 實驗一 目的與方法………46 結果與討論………50 第五節 實驗二 目的與方法………70 結果與討論………72 第三章 綜合討論………80 第一節 指導語對分類行為的影響………80 第二節 兒童在自由分類中的行為分析………82 第三節 自由分類中有關測量工具的問題………88 第四節 分類作業中，競爭行為趨勢的探討………90 第五節 語文標籤在分類作業中所扮演的角色………91 第六節 分類與歸類的關係………93 第四章 總論與建議………95 第一節 總論………95 第二節 建議………98 參考書目………104 中文部份………104 英文部份………104 附錄一 實驗前的嚐試性階段所使用的測量工具及兒童分類之反應………114 附錄二 國小一年級學生對常用國字一百字所作的自由聯想詞………117 附錄三 國外研究在歸類作業中所使用的實驗材料………119 附錄四 以自由聯想方式產生的互補配對反應一覽表………121 附錄五 本研究的測量工具………122 附錄六 成人分類的反應與理由………124 附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128 附錄八 弗里曼三因子等級變異數分析中受試的原始分數 和等級分數.........................................................138 附錄九 實驗二兒童的反應與理由………139 圖表目次 圖一 實驗一的研究架構及簡要流程圖………31 圖二 實驗二的研究架構及簡要流程圓………32 圖三 各年齡組兒童在不同的四種實驗處理之下，上屬分類的表現情形………69 圖四 不同年齡的受試在歸類和分類作業上做上屬分類反應的表現情形………78 表一 各年齡組在第一次分類反應的次數和百分比………52 表二 各年齡組在第二次分類反應的次數和百分比………56 表三 移走混淆刺激後各年齡組分類反應的情形………58 表四 語文標籤情況下，各年齡組兒童歸類反應情形………60 表五 各年齡組受試經歷不同實驗處理後的分類反應情形………61 表六 各年齡組互補配對反應的人數………62 表七 五十六名男女生不同反應型態的反應次數………64 表八 第一次分類中各年齡組在上屬分類反應的平均得分情形………65 表九 各年齡組受試在第一次上屬分類反應結果變異數分析摘要表………65 表十 前二次分類談會中各年齡組在上屬分類的得分情形………66 表十一 各年齡組在前三次機會中上屬分類反應結果長異數分析摘要表………66 表十二 各年齡組在歸類和分類作業上反應人數的分配情形………73 表十三 各年齡組受試作歸類、分類作業各種反應的人數分配情形………74 表十四 各年齡組受試在歸類作業上，上屬歸類反應的變異數分析摘要表………77 表十五 各年齡組受試在分類作業上，上屬分類反應的變異數分析摘要表………77 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002006085 en_US dc.title (題名) 學前兒童分類行為的探討 zh_TW dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考書目 一、中文部份 石元健 命運與邏輯，大江出版社，民59。 朱耀沂 世界動物圖鑑，哺乳動物(一)，光復書局，民74。 陳青青 我國兒童數量空間概念保存性的發展研究，台北市立女師專兒童研究實驗中心研究報告，民63。 劉錫麒 我國兒童保留概念的發展，師大教育研究所碩士論文，民62。 蘇建文 兒童量的保留概念發展之研究，中國測驗學會測驗年刊，民62，第20輯，61~75頁。 二、英文部份 Annett, M. 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