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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 4-五月-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。
     
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     Carey, 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.
     Chi, 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.
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     Keil, F. C. (1979). Semantic and conceptual development. Cambridge, MA: Harvard University Press.
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     Mandler, J. M. (1981). Structural invariants in development. In M. S. siben (Ed.), Piaget and the foundations of knowledge. Hillscale, NJ: Erioaum.
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     Markman, E. M. (1973). The facilitation of part-whole comparisons by use of the collective noun “family”. Child Development, 44, 837-840.
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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 (作者) 羅文唎zh_TW
dc.creator (作者) 羅文唎zh_TW
dc.date (日期) 1987en_US
dc.date.accessioned 4-五月-2016 17:20:30 (UTC+8)-
dc.date.available 4-五月-2016 17:20:30 (UTC+8)-
dc.date.issued (上傳時間) 4-五月-2016 17:20:30 (UTC+8)-
dc.identifier (其他 識別碼) B2002006085en_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/#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
dc.relation.reference (參考文獻) 參考書目
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