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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/55321


    Title: 閱讀研究議題六---國小學童閱讀的眼動控制---脈絡與知覺因素對詞彙處理的影響
    Other Titles: Children`s Eye Movement Control in Reading--- Effects of Contextual and Perceptual Factors on Word Processing
    Authors: 蔡介立
    Contributors: 國立政治大學心理學系
    行政院國家科學委員會
    Keywords: 兒童閱讀發展;眼球運動;脈絡效果;詞彙處理;斷詞
    reading development;eye movement;context effect;word processing;word segmentation
    Date: 2010
    Issue Date: 2012-11-08 14:05:44 (UTC+8)
    Abstract: 本研究探討文句脈絡、詞彙頻率、以及詞彙邊界線索等因素，對兒童閱讀發展過程中詞彙處理的影響。在兩個實驗中將以國小三年級和五年級學童為實驗參與者，請學童閱讀句子並同時記錄眼動，透過凝視時間、次數等眼動指標來檢驗不同因素在詞彙處理歷程所扮演的角色。二個實驗均操弄句子中特定目標詞前的片斷對目標詞的可預測性，探討脈絡對不同年級學童閱讀的影響。而實驗一中另外操弄目標詞的詞頻，做為詞彙處理困難度的指標，預期低年級學童在可預測性低的情境下，因無脈絡的幫助，會有較大的詞頻效果；高年級學童的詞頻效果較不受脈絡的影響。實驗二則在目標詞加上框線做為詞彙邊界線索，操弄框線位置是否提供正確或錯誤的目標詞邊界線索，預期低年級學童，尤其在沒有脈絡的幫助下，受邊界線索的影響最大。本研究的貢獻在於在自然閱讀情境下探討兒童的閱讀歷程的發展以及詞彙處理歷程，希望藉由實徵的研究結果，能對兒童閱讀教學在教材設計上和教學方法上，如何運用脈絡線索或斷詞線索的實徵證據。
    This project aims to investigate the influence of context, word frequency, and word boundary cue on word processing for the development of children’s reading skill. Third- and fifth-graders in the elementary school will be recruited to participate in two experiments. Children are instructed to read sentences with their eye movements being recorded. Different eye movement measures, such as fixation durations and number of fixations, are analyzed to show the roles of the manipulated factors in word processing. For both experiments, the contextual constraint is manipulated by creating the prior sentence fragment which can or cannot predict the target word. In experiment 1, the frequency of target word which indicates the difficulty of lexical access is also manipulated. A larger word frequency effect is expected in the unpredictable condition than the predictable condition, especially for the young children. In contrast, old children have similar frequency effects regardless of the word predictability. In experiment 2, an additional frame is used as the cue for word boundaries, manipulating the validity of the frame cue for target’s word boundary. It is expected that young children are interfered by the invalid frame cue more than old children, especially when the context is unpredictable. The results of this project contribute to reveal the development of reading behavior and word processing during children’s normal reading. In addition, the findings can provide empirical data of using context and word boundary cues for designing curriculum and material.
    Relation: 基礎研究
    學術補助
    研究期間:9901~ 9912
    研究經費:918仟元
    Data Type: report
    Appears in Collections:[心理學系] 國科會研究計畫

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