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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/32548


    Title: 加減應用問題中多餘資訊的辨識
    Authors: 陳文寬
    Contributors: 蔣治邦
    陳文寬
    Keywords: 多餘資訊
    加減應用題
    兩步驟問題
    國小三年級
    Date: 2006
    Issue Date: 2009-09-17 13:23:20 (UTC+8)
    Abstract: 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。
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    Description: 碩士
    國立政治大學
    心理學研究所
    92752020
    95
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0927520201
    Data Type: thesis
    Appears in Collections:[Department of Psychology] Theses

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