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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\r\n圖表目次\r\n第一章 緒論………1\r\n第一節 研究動機與目的………1\r\n第三節 文獻探討………10\r\n第三節 研究架構與問題假設………23\r\n第四節 研究名詞的操作型定義………33\r\n第二章 研究進行………38\r\n第一節 實驗前的嘗試性階段………38\r\n第二節 測量工具的建立………40\r\n第三節 預試階段:指導語的設定………43\r\n第四節 實驗一\r\n目的與方法………46\r\n結果與討論………50\r\n第五節 實驗二\r\n目的與方法………70\r\n結果與討論………72\r\n第三章 綜合討論………80\r\n第一節 指導語對分類行為的影響………80\r\n第二節 兒童在自由分類中的行為分析………82\r\n第三節 自由分類中有關測量工具的問題………88\r\n第四節 分類作業中，競爭行為趨勢的探討………90\r\n第五節 語文標籤在分類作業中所扮演的角色………91\r\n第六節 分類與歸類的關係………93\r\n第四章 總論與建議………95\r\n第一節 總論………95\r\n第二節 建議………98\r\n參考書目………104\r\n中文部份………104\r\n英文部份………104\r\n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\r\n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\r\n附錄三 國外研究在歸類作業中所使用的實驗材料………119\r\n附錄四 以自由聯想方式產生的互補配對反應一覽表………121\r\n附錄五 本研究的測量工具………122\r\n附錄六 成人分類的反應與理由………124\r\n附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128\r\n附錄八 弗里曼三因子等級變異數分析中受試的原始分數\r\n和等級分數.........................................................138\r\n附錄九 實驗二兒童的反應與理由………139\r\n\r\n圖表目次\r\n圖一 實驗一的研究架構及簡要流程圖………31\r\n圖二 實驗二的研究架構及簡要流程圓………32\r\n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\r\n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\r\n表一 各年齡組在第一次分類反應的次數和百分比………52\r\n表二 各年齡組在第二次分類反應的次數和百分比………56\r\n表三 移走混淆刺激後各年齡組分類反應的情形………58\r\n表四 語文標籤情況下，各年齡組兒童歸類反應情形………60\r\n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\r\n表六 各年齡組互補配對反應的人數………62\r\n表七 五十六名男女生不同反應型態的反應次數………64\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n一、中文部份\r\n石元健 命運與邏輯，大江出版社，民59。\r\n朱耀沂 世界動物圖鑑，哺乳動物(一)，光復書局，民74。\r\n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。\r\n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。\r\n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。\r\n\r\n二、英文部份\r\nAnnett, M. (1959). The classification of instances of four common class concepts by children and adults. British Journal of Educational Psychology, 29, 223-236.\r\nArnone, V.C. (1971). The nature of comcept: A point of view. Thory practice, 10, 2, 101-108.\r\nBerlin, F. (1972). Speculations on the growth of ethnobotanical nomenclature. Language in society, 1, 51-86.\r\nBerlin B., Breedlove, D.E., & Raven, P.H. (1968). Covert categories and folk taxonomies. American Anthropologist, 70, 290-299.\r\nBerlin, B., Breedlove, D. E., & Raven, P. H. (1973). General principles of classification and nomenclature in folk oiology. American Anthropologist, 75, 214-242.\r\nBever, T.G. (1970). The cognitive basis for linguistic structures. In JU. R. Hayes (Ed), Cognition and the development of language. New York: Wiley.\r\nBrainerd, C.J. (1977). Cognitive development and concept learning: An interpretative review. Psychological Bulletin, 84, 919-939.\r\nBrown, R. (1958). How shall a thing be called? Psychological Review, 65, 14-21.\r\nBruner, J. S. (1961). The cognitive consequences of early sensory deprivation. In P. Solomen (Ed.), Sensory deprivation. Cambridge, Mass: Harvard University.\r\nBruner, J. S., & Olver, R. R. (1963). Development of equivalence transformations in children. In J. C. Wright & J. Kagan (Eds.), Basic cognitive processes in children. Monographs of the society for research in child development. 28 (2, Serial No.86).\r\nBruner, J. S., Olver, R. R., & Greenfield P. M. et al. (1967). Studies in cognitive growth. (2nd. Ed.), New York: Wiley.\r\nBullock, M., & Gelman, R. (1979). Preschool children’s assumptions about cause and effect. Temperal ordering. Child Development, 50, 89-96.\r\nBullock, M., Gelman, R., & Baillargeon, R. (1982). The development of causal reasoning. In W. J. Friedman (Ed.), The developmental Psychology of time. New York: Academic Press.\r\nCarey, S. (1978). The child’s concept of animal. In J. H. Havell & E. M. Markman (Eds.), Handbook of Child Psychology, 3, Cognitive Development (4th ed.). New York: Wiley.\r\nChi, M. T. H. (1980). Interactive roles of knowledge and strategies in the development of organized sorting and recall. In S. Chipman, J. Segal, & R. Glaser (Eds.), Thinking and Learning Skills: Current research and open questions, 2 Hillscale, NJ: Eribaum.\r\nChi, M. T. H., & Koeske, R. D. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29-39.\r\nClark, E. J. (1983). Meaning and concepts. In J. H. Flavell & E. M. Markman, (Eds.), Handbook of Child Psychology, 3, Cognitive development (4th ed.). New York: Wiley.\r\nCocking, R. R., & Sigel, I. E. (1977). Cognitive development from childhood to adolescence: a constructivist perspective. New York: Holt, Rinehart and Winston.\r\nDenny, D.R. (1975). Developmental changes in concept utilization among normal and retarded children. Developmental Psychology, 11, 359-368.\r\nDenny, N. (1972). A developmental surdy of free classification in children. Child Development, 43, 221-232.\r\nDenney, N. (1974) Evidence for developmental changes in categorization criteria for children and adults. Human Development, 17, 41-53.\r\nDenney, N., & Ziobrowski, M. (1972). Developmental changes in clustering criteria. Journal of Experimental Child Psychology, 13, 275-282.\r\nDenney, R. D., & Moulton, P. A. (1976). Conceptual Preferences among preschool children. Developmental Psychology, 12, 509-513.\r\nFlavell, J. H. (1970). Concept development. In P. Mussen (Ed.), Carmichael’s Manual of Child Psychology, 1, New York: Wiley.\r\nGardner, R. W., & Moriarty, A. (1968). Personality development at preadolescence. Seattle: University of Washington Press.\r\nGelman, R., & Bailiargeon, R. (1983). A review of some Piagetian concepts. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child Psychology, 3, Cognitive development (4th ed.). New York: Wiley.\r\nGelman, R., Bullock, M., & Meck, E. (1980). Preschools’ understanding of simple object transformations. Child Development, 51, 691-699.\r\nHouston, J. B. (1981). Fundamental of learning and memory. (2nd, Ed.), New York: Academic Press.\r\nInherder, B., & Piaget, J. (1964). The early growth of logic in the child: classification and seriation. New York: Harper & Row.\r\nJacobs, P. I., & Vandeventer, M. (1971). The learning and transfer of double-classification skills by first graders. Child Development, 42, 149-159.\r\nKagan, J., Moss, H. A., & Sigel, I. E. (1963). Psychological significance of styles of conceptualization. In J. C. Wright & J. Kagan (Eds.), Basic cognitive processes in children. Monographs of the Society for Research in Child Development, 28(2, Serial No. 86).\r\nKeil, F. C. (1979). Semantic and conceptual development. Cambridge, MA: Harvard University Press.\r\nKeil, F. C. (1981). Constraints on knowledge and cognitive development. Psychological Review, 88, 197-227.\r\nKofsky, E. (1966). A scalogram study of classificatory development. Child Development, 37, 192-204.\r\nMandsu, R., M Gieitman, F. R. (1985). The language of perception in a blind chind. Cambridge, MA: Harvard University Press.\r\nMondler, J. B. (1979). Categorical and schematic organization in memory. In C. A. Buff (Ed.), Memory organization and structure. New York: Academic Press.\r\nMandler, J. M. (1981). Structural invariants in development. In M. S. siben (Ed.), Piaget and the foundations of knowledge. Hillscale, NJ: Erioaum.\r\nMandler, J. M. (1983). In J. H. Fiavell & E.M. Morkman (Eds.), Handbook of Child Psychology, 3, Cognitive development (4th ed.). New York: Wiley.\r\nMander, J. M., & Johnson, N. S. (1977). Rememorance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.\r\nMarkman, E. M. (1973). The facilitation of part-whole comparisons by use of the collective noun “family”. Child Development, 44, 837-840.\r\nMarkman, E.M. (1978). Empirical verse logical solutions to part-whole comparison problems concerning classes and collections. Child Development, 49, 168-177.\r\nMarman, E. M. (1979). Class and collections: Conceptual organization and numerical abilities. Cognitive Psychology, 11, 395-411.\r\nMarksman, E. M. & Callanan, M. A. (1983). An analysis of hierarchical classification. In R. Sternberg (Ed.), Advances in the Psychology of Human Intelligence, Hillsdale, NJ: Erlbaum.\r\nMarkman, E. M. & Hutchinson, J. E. (1984). Children’s sensitivity to constraints of word meaning: Taxonomic Vs thematic relations. Cognitive Psychology, 16, 1-27.\r\nMarkman, E. M. & Siebert, J. (1976). Classes and collections: internal organization and resulting holistic properties. Cognitive Psychology, 8, 561-577.\r\nMarkman, E. M. Cox, B. & Machida, S. (1981). The standard objectsorting task as a measure of conceptual organization. Developmental Psychology, 17, 115-117.\r\nMarkman, E. M. Horton, M. S. & Melanahan, A. G. (1980). Classes and collections: principles of organization in the learning of hierarchical relations. Cognition, 8, 227-241.\r\nNelson, K. (1977). The syntagmatic-paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93-116.\r\nNelson, K. (1978). How children represent knowledge of their world in and out of language. A preliminary report. In R. S. Siegler (Ed.), Children’s thinking: What develops Hillsdale, N. J.: Erlbaum.\r\nNelson, K. & Gruendel, J. (1981). Generalized event representations: Basic building blocks of cognitive development. In A. D. Brown & M.E. Lamo (Eds.), Advances in Develo mental Psychology, Hillsdale, NJ: Erloaum.\r\nOlver, R. R. & Hornsby, J. R. On equivalence. (1966). In J. S. Bruner, R. R. Olver, & P. M. Greenfield et al. (Eds.) Studies in cognitiver growth. New York: Wiley.\r\nPoulsen, D., Kintsch, E., Kintsch, w., & Premack, D. (1979). Children`s comprehension und nemory for stories. Journal of Experimental Child Psychology, 28, 379-405.\r\nReed, S. K. (1972). Pattern recognition and categorization. Cognitive Psychology, 6, 435-459.\r\nRicciuti, H. N., & Johnson, J. J. (1965). Developmental changes in categorizing oehavior from infancy to the early pre-school years. In J. H. Flavell & E. M. Markman (Eds.), Handbook of Child Psychology, 3, Cognitive development (4th ed.). New York: Wiley.\r\nRosch, E. (1977). Human categorization. In N. Warren(Ed.), Advances in cross-cultural Psychology, 1, London: Academic Press.\r\nRosch, E. (1978). Principles of categorization. In E. H. Rosch & B. B. 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B., Glenn, C. G. (1979). An analysis of Story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing, 2. Noreood, NJ: Aolex.\r\nVoyat, G. E. (1982). Piaget systematized. New Jersey: Lawrence Erlbaum Associates.\r\nVygotsky, L.S. (1962). Thought and language. Cambridge, Mass. M. I. T. Press.\r\nWaxman, S. R., & Gelman, R. (1986). Preschoolers` use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.\r\nWei, T. T. D. , Lavatelli, C. B. , & Jones, R. S. (1971). Piaset`s concept of classification. A comparative study of socially disadvantaged and middleclass young children. Child Development, 42, 919-972.\r\nWerner, H. (1949). Comparative Psychology of mental development, New York: Harper.\r\nWhorf, B. L. (1956). Language, thought and reality. Cambridge, MA.: MIT Press.
描述 碩士
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) 1987en_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) B2002006085en_US
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=102967-
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\r\n圖表目次\r\n第一章 緒論………1\r\n第一節 研究動機與目的………1\r\n第三節 文獻探討………10\r\n第三節 研究架構與問題假設………23\r\n第四節 研究名詞的操作型定義………33\r\n第二章 研究進行………38\r\n第一節 實驗前的嘗試性階段………38\r\n第二節 測量工具的建立………40\r\n第三節 預試階段:指導語的設定………43\r\n第四節 實驗一\r\n目的與方法………46\r\n結果與討論………50\r\n第五節 實驗二\r\n目的與方法………70\r\n結果與討論………72\r\n第三章 綜合討論………80\r\n第一節 指導語對分類行為的影響………80\r\n第二節 兒童在自由分類中的行為分析………82\r\n第三節 自由分類中有關測量工具的問題………88\r\n第四節 分類作業中，競爭行為趨勢的探討………90\r\n第五節 語文標籤在分類作業中所扮演的角色………91\r\n第六節 分類與歸類的關係………93\r\n第四章 總論與建議………95\r\n第一節 總論………95\r\n第二節 建議………98\r\n參考書目………104\r\n中文部份………104\r\n英文部份………104\r\n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\r\n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\r\n附錄三 國外研究在歸類作業中所使用的實驗材料………119\r\n附錄四 以自由聯想方式產生的互補配對反應一覽表………121\r\n附錄五 本研究的測量工具………122\r\n附錄六 成人分類的反應與理由………124\r\n附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128\r\n附錄八 弗里曼三因子等級變異數分析中受試的原始分數\r\n和等級分數.........................................................138\r\n附錄九 實驗二兒童的反應與理由………139\r\n\r\n圖表目次\r\n圖一 實驗一的研究架構及簡要流程圖………31\r\n圖二 實驗二的研究架構及簡要流程圓………32\r\n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\r\n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\r\n表一 各年齡組在第一次分類反應的次數和百分比………52\r\n表二 各年齡組在第二次分類反應的次數和百分比………56\r\n表三 移走混淆刺激後各年齡組分類反應的情形………58\r\n表四 語文標籤情況下，各年齡組兒童歸類反應情形………60\r\n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\r\n表六 各年齡組互補配對反應的人數………62\r\n表七 五十六名男女生不同反應型態的反應次數………64\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n圖表目次\r\n第一章 緒論………1\r\n第一節 研究動機與目的………1\r\n第三節 文獻探討………10\r\n第三節 研究架構與問題假設………23\r\n第四節 研究名詞的操作型定義………33\r\n第二章 研究進行………38\r\n第一節 實驗前的嘗試性階段………38\r\n第二節 測量工具的建立………40\r\n第三節 預試階段:指導語的設定………43\r\n第四節 實驗一\r\n 目的與方法………46\r\n 結果與討論………50\r\n第五節 實驗二\r\n 目的與方法………70\r\n 結果與討論………72\r\n第三章 綜合討論………80\r\n第一節 指導語對分類行為的影響………80\r\n第二節 兒童在自由分類中的行為分析………82\r\n第三節 自由分類中有關測量工具的問題………88\r\n第四節 分類作業中，競爭行為趨勢的探討………90\r\n第五節 語文標籤在分類作業中所扮演的角色………91\r\n第六節 分類與歸類的關係………93\r\n第四章 總論與建議………95\r\n第一節 總論………95\r\n第二節 建議………98\r\n參考書目………104\r\n中文部份………104\r\n英文部份………104\r\n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\r\n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\r\n附錄三 國外研究在歸類作業中所使用的實驗材料………119\r\n附錄四 以自由聯想方式產生的互補配對反應一覽表………121\r\n附錄五 本研究的測量工具………122\r\n附錄六 成人分類的反應與理由………124\r\n附錄七 實驗一兒童的反應與理由.....，.._.....................................................‘..128\r\n附錄八 弗里曼三因子等級變異數分析中受試的原始分數\r\n和等級分數.........................................................138\r\n附錄九 實驗二兒童的反應與理由………139\r\n\r\n圖表目次\r\n圖一 實驗一的研究架構及簡要流程圖………31\r\n圖二 實驗二的研究架構及簡要流程圓………32\r\n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\r\n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\r\n表一 各年齡組在第一次分類反應的次數和百分比………52\r\n表二 各年齡組在第二次分類反應的次數和百分比………56\r\n表三 移走混淆刺激後各年齡組分類反應的情形………58\r\n表四 語文標籤情況下，各年齡組兒童歸類反應情形………60\r\n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\r\n表六 各年齡組互補配對反應的人數………62\r\n表七 五十六名男女生不同反應型態的反應次數………64\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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\r\n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………77zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002006085en_US
dc.title (題名) 學前兒童分類行為的探討zh_TW
dc.type (資料類型) thesisen_US
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