| dc.contributor.advisor | 顏乃欣 | zh_TW |
| dc.contributor.advisor | Nai-Shin Yen | en_US |
| dc.contributor.author (作者) | 劉慧美 | zh_TW |
| dc.contributor.author (作者) | Huei-Mei Liu | en_US |
| dc.creator (作者) | 劉慧美 | zh_TW |
| dc.creator (作者) | Huei-Mei Liu | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-九月-2009 13:11:53 (UTC+8) | - |
| dc.date.available | 17-九月-2009 13:11:53 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 13:11:53 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0088752008 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32468 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 心理學研究所 | zh_TW |
| dc.description (描述) | 88752008 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 本研究以三個實驗來檢驗，當學習和測驗項目之間除了有知覺重疊外，若再加上語意重疊，究竟是會增加參與者成功提取正確回憶的機會，從而降低記憶重組錯誤的發生，還是反而會增加其發生的機會。在實驗一、二中，研究者分別操弄測驗項目的語意透明度與詞頻（實驗一）或字頻（實驗二），發現當測驗項目是組合詞時，和測驗項目為成語詞的情境相較之下，參與者會產生較多記憶重組與特徵錯誤。詞頻和字頻對於記憶重組錯誤的影響則呈現相反的趨勢：高詞頻比低詞頻的測驗項目容易使參與者產生錯誤記憶，但高字頻卻比低字頻的測驗項目更不容易使參與者產生錯誤記憶。由於實驗一和實驗二對於語意重疊與否是透過語意透明度加以操弄，而過去的文獻中顯示，語意透明的組合詞和語意不透明的成語詞，二者在詞義提取的歷程上又有不同，前者會觸動字元的單位，但後者不會，因此，實驗一、二中所觀察到，組合詞比成語詞容易產生重組錯誤的效果，除了增加語意重疊的原因之外，亦有可能是由於二者在心理歷程上的差異所導致。因此，實驗三中使用組合詞作為實驗材料，改為以組成重組項目的單字出現在學習與測驗階段中的字義異同，以在知覺重疊之外操弄語意重疊的有無，結果發現，當組成重組項目的單字出現在學習與測驗階段中代表的意義不相同時，參與者幾乎不會產生記憶重組錯誤。因此，綜合三個實驗的結果來看，當學習與測驗項目間同時具有知覺和語意重疊時，會比當二者間只有知覺重疊時，更容易使得參與者產生記憶重組錯誤。 | zh_TW |
| dc.description.tableofcontents | 總 目 錄緒論 1記憶扭曲（memory distortion）的現象 1語意關聯（semantic relatedness）所造成的記憶扭曲 2記憶重組錯誤（memory conjunction errors） 4解釋記憶重組錯誤的理論取向 5語文材料中，影響記憶重組錯誤的語意和非語意因素 8研究目的 11兩種相反的預測 11區辨實驗材料的語意透明度（semantic transparency） 13本研究中的三個實驗 16實驗一 21方法 22結果 26討論 32實驗二 35方法 36結果 37討論 44實驗三 47方法 48結果 49討論 56綜合討論 59增加語意透明度的效果 59詞頻與字頻的效果 63研究限制與建議 64參考文獻 66附 錄 71表 次 目 錄表一：不同解釋方式對增加語意重疊所可能產生的效果預測………19表二：實驗一所操弄的變項效果假設預測……………………………22表三：實驗一中各組平均再認率及其標準差…………………………26表四：實驗一中校正後各組平均再認率………………………………28表五：實驗一中各組平均記得/知道反應率………………………….30表六：實驗二所操弄的變項效果假設預測……………………………35表七：實驗二中各組平均再認率及其標準差…………………………37表八：實驗二中校正後各組平均再認率………………………………39表九：實驗二中各組平均記得/知道反應率………………………….41表十：實驗三中各組校正前與校正後之平均再認率…………………51表十一：實驗三中各組校正前與校正後之平均記得/知道反應率…53圖 次 目 錄圖一：實驗一中各組平均再認率圖示………………………………27圖二：實驗一中各組校正後之平均再認率圖示……………………29圖三：實驗一中各組平均記得反應率圖示…………………………31圖四：實驗一中各組平均知道反應率圖示…………………………31圖五：實驗二中各組平均再認率圖示………………………………37圖六：實驗二中各組校正後之平均再認率圖示……………………40圖七：實驗二中各組平均記得反應率圖示…………………………42圖八：實驗二中各組平均知道反應率圖示…………………………43圖九：實驗三中各組平均再認率圖示………………………………50圖十：實驗三中各組校正後之平均再認率圖示……………………50圖十一：實驗三中，字義異同與反應種類的交互作用……………52圖十二：實驗三中，字頻與反應種類的交互作用…………………52圖十三：實驗三中各組校正後之平均記得反應率圖示……………54圖十四：實驗三中各組校正後之平均知道反應率圖示……………54附 錄 次 目 錄附錄一：Jones與Atchley (2002)所使用的刺激材料………72附錄二：Reinitz與Demb (1994)所使用的刺激材料………74附錄三：實驗一所使用的刺激材料…………………………75附錄四：實驗二所使用的刺激材料…………………………76附錄五：實驗三所使用的刺激材料…………………………77附錄六：中文雙字詞成語性評量指導語……………………78附錄七：中文雙字詞字義相似性評量指導語………………79附錄八：實驗同意書…………………………………………80附錄九：實驗事後問卷………………………………………81 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0088752008 | en_US |
| dc.subject (關鍵詞) | 記憶重組錯誤 | zh_TW |
| dc.subject (關鍵詞) | 語意透明度 | zh_TW |
| dc.subject (關鍵詞) | 字頻 | zh_TW |
| dc.subject (關鍵詞) | 詞頻 | zh_TW |
| dc.title (題名) | 有沒有關係有關係？—語意訊息對記憶重組錯誤形成的影響 | zh_TW |
| dc.type (資料類型) | thesis | en |
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