| dc.contributor.advisor | 蔣治邦 | zh_TW |
| dc.contributor.author (作者) | 陳文寬 | zh_TW |
| dc.creator (作者) | 陳文寬 | zh_TW |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 17-九月-2009 13:23:20 (UTC+8) | - |
| dc.date.available | 17-九月-2009 13:23:20 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 13:23:20 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0927520201 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32548 | - |
| 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) | 92752020 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | Littlefield與Rieser（1993）曾提出語意區辨模型，來解釋多餘資訊特性對多餘資訊辨識的影響，本研究則以Kintsch與Greeno（1985）的閱讀理解模型為基礎，重新探討多餘資訊的辨識。與問題中的問句相比較，多餘資訊句的語意特徵相似度可分為高低兩個水準，多餘資訊句的位置則可能出現在題目中間或後面，本研究由這兩個特性編製出四類多餘資訊句，分別加入六類兩步驟加減應用問題中，要求國小三年級的學童圈選出解題需用到的數字，來探討多餘資訊特性對辨識的影響。研究結果發現：整體而言，語意特徵相似度低時，學童的辨識表現較好，所犯的錯誤主要為只圈選兩個相關資訊；語意特徵相似度高時，學童的辨識表現下降，較容易圈選多餘資訊句中的數字。而位置變項的效果並不顯著，且語意特徵相似度與位置變項的交互作用也不明顯。進一步分析學童在六類兩步驟問題中的表現，本研究建議閱讀理解模型比語意區辨模型更能合理地解釋學童的辨識表現，而記憶可能是值得進一步探討的因素。此外，部分學童會以問句中的主角為線索，判斷擁有相同主角的句子與解題有關，而造成辨識錯誤。 | zh_TW |
| dc.description.tableofcontents | 第一章 緒論……………………………………………………… 1 多餘資訊題………………………………………………………… 1 閱讀理解歷程……………………………………………………… 3 多餘資訊的語意特徵相似度……………………………………… 5 多餘資訊的位置…………………………………………………… 12 研究問題…………………………………………………………… 13第二章 文獻探討……………………………………………………… 15 第一節 解題歷程………………………………………………… 15 第二節 多餘資訊………………………………………………… 23 第三節 研究目的及假設………………………………………… 36第三章 研究方法……………………………………………………… 39 受試………………………………………………………………… 39 工具………………………………………………………………… 39 實驗程序…………………………………………………………… 45 資料分析…………………………………………………………… 45第四章 研究結果………………………………………………………… 47 前置分析…………………………………………………………… 47 語意特徵相似度及位置的效果…………………………………… 48 兩步驟應用題題型的影響………………………………………… 50 圈選位置分析……………………………………………………… 55第五章 討論與建議……………………………………………………… 59 兩階段語意區辨模型與閱讀理解模型…………………………… 59 位置………………………………………………………………… 64 本研究的限制及建議……………………………………………… 66參考文獻………………………………………………………………… 68表 目 錄表一： 改變類型問題的表徵………………………………………… 20表二： 單步驟加減應用題類型……………………………………… 40表三： 六種基本題型範例…………………………………………… 41表四： 多餘資訊題範例……………………………………………… 42表五： 題本設計……………………………………………………… 43表六： 題目順序……………………………………………………… 44表七： 三種作答結果的平均題數表………………………………… 49表八： 三大類題型…………………………………………………… 52表九： 六種題型的作答結果………………………………………… 53表十： 各題型位置效果表…………………………………………… 54表十一： 兩個常被圈選的相關資訊位置及圈選人數比率………… 56表十二： 問句圈選策略的作答型態…………………………………… 58表十三： 三類題型多餘資訊句和相關資訊句的語意關係…………… 61圖 目 錄圖一： 兩步驟多餘資訊題集合關係圖……………………………… 8-11圖二： 改變問題的基模表徵圖…………………………………… 17圖三： 比較動作基模………………………………………………… 18圖四： 情境問題解決者SPS………………………………………… 22附 錄 目 錄附錄一 施測題本…………………………………………………………… 72附錄二 施測手冊…………………………………………………………… 82附錄三 不同性別的平均答對題數表……………………………………… 85附錄四 答對題數的「題本×區組×性別」 變異數分析摘要表………………………………………………… 86附錄五 不同成就水準的平均答對題數表………………………………… 87附錄六 答對題數的「題本×區組×成就水準」 變異數分析摘要表………………………………………………… 88附錄七 答對題數的「題本×區組」 變異數分析摘要表………………………………………………… 89附錄八 選兩相關題數的「題本×區組」 變異數分析摘要表………………………………………………… 90附錄九 多選題數的「題本×區組」 變異數分析摘要表………………………………………………… 91附錄十 六種題型的八種反應……………………………………………… 92 | 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/#G0927520201 | en_US |
| dc.subject (關鍵詞) | 多餘資訊 | zh_TW |
| dc.subject (關鍵詞) | 加減應用題 | zh_TW |
| dc.subject (關鍵詞) | 兩步驟問題 | zh_TW |
| dc.subject (關鍵詞) | 國小三年級 | zh_TW |
| dc.title (題名) | 加減應用問題中多餘資訊的辨識 | zh_TW |
| dc.type (資料類型) | thesis | en |
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