臺灣博碩士論文加值系統

本研究主要目的是從辭彙知識的層面上探討台灣特定型語言障礙兒童在詞彙習得能力上的缺陷表現、以及嘗試透過Center for Research in Language, International Picture-Naming Project（CRL-IPNP）圖片刺激組中大量多張的特性，進一步分析特定型語言障礙兒童的命名錯誤類型比例，且期望提供未來編製相關圖片命名測驗的資訊。
本研究採受試者配對設計，分為兩組受試者，實驗組為11名3歲5個月至6歲0個月的特定型語言障礙兒童，配對控制組為11名3歲3個月至5歲9個月的正常發展兒童，與實驗組兒童一一配對生理年齡、非語文智力和主要照顧者教育程度。實驗程序是給予CRL-IPNP中共227張圖片刺激組及畢保德圖畫詞彙測驗圖片刺激，比較兩組兒童在圖片命名表達辭彙量和理解詞彙量水準上的異同，再從兩組的圖片命名反應中分類出不同類型的命名錯誤進行分析。研究結果發現：（一）實驗組兒童在CRL-IPNP作業上詞彙量明顯低於配對控制組，在總題數答題的反應時間上也明顯比較慢。（二）在兩組命名錯誤類型的區辨分析結果顯示，若就細部分類來看，實驗組犯「完全無關」的錯誤數比例明顯高於配對控制組，而配對控制組犯「語意重複」的錯誤數比例明顯高於實驗組。（三）兩組在理解和表達詞彙量之間皆未達顯著差異。
從本研究結果得知，3-6歲階段的台灣特定型語言障礙兒童仍持續著詞彙量不足的缺陷，在圖片命名作業上反應時間較為緩慢，而本研究在命名錯誤類型分析上則推測正常發展兒童在語意知識連結處理的策略較好，所以犯錯比例較高的類型表現在「語意重複」類型，而特定型語言障礙兒童則在語意連結的認知處理上表現欠佳，犯錯比例較高的類型表現在「完全無關」類型，反映其語意知識的有限，影響詞彙知識習得的增進。然而，在本研究中原預期特定型語言障礙兒童語音錯誤比例較高的情形並未出現，仍待進一步探討討論。

The main purpose of this study is to study vocabulary deficit on vocabulary acguisition, knowledge and use of children with specific language impairment (SLI) in Taiwan and explore the different types of naming error by using Pictures Naming Task established by the Center for Research in Language, International Picture-Naming Project（CRL-IPNP）. Furthermore, we expect the data in this study will be helpful to edit vocabulary test in future practically.
Eleven chilren with SLI (aged 3.5 to 6) and 11 normal control age-mates (aged 3.3 to 5.9) were administered the 227 pictures naming task and Peabody Pictures Vocabulary Test (PPVT). We compared vocabulary size（comprehention /expression）, picture naming speed, and naming error types. The results show that children with SLI had significantly smaller vacobulary size and slower naming speed than normal control age-mates. Children with SLI made a greater proportion of “no relation” errors than their age-mates on picture naming task. The study suggested limited semantic knowledge contributes to “no relation” naming error made by children with SLI in the task. However, phonological errors were not significant as expected implications and potential limits are discussed.

目 錄
第一章 前言 10
第一節 研究目的與動機 10
第二節 特定型語言障礙兒童(Specific language impairment, SLI) 13
(一) 從國內「語言障礙」定義來看「特定型語言障礙」 13
(二) 「特定型語言障礙兒童」的定義 14
(三) 特定型語言障礙兒童的鑑定方式 15
(四) 病因 22
(五) 盛行率 24
第三節 特定型語言障礙兒童的語言缺陷特徵 26
(一) 音韻（Phonology） 26
(二) 語意（Semantics） 27
(三) 構詞和語法（Morphology and Syntax） 28
(四) 語用（Pragmatics） 28
第二章 比較SLI兒童和一般兒童的詞彙發展 29
第一節 正常學齡前兒童的詞彙發展 29
(一) 學齡前兒童詞彙「量」的發展 30
(二) 學齡前兒童詞彙-語義的發展 32
(三) 學齡前兒童詞彙習得的學習策略發展 34
第二節 學齡前SLI兒童的詞彙發展相關研究 34
第三節 CRL-IPNP圖片命名作業 39
第四節 研究問題和研究假設 41
第三章 研究方法 43
第一節 受試者 43
(一) SLI組 43
(二) 同年齡配對組 46
第二節 研究評估工具 47
第三節 實驗程序 50
(一) 修訂CRL-IPNP圖片刺激組階段 50
(二) 正式實驗程序 57
第四章 結果 59
第一節 受試者的基本資料描述統計與分析 59
(一) 受試者的生理年齡、智力和語言測驗分數表現 59
(二) 受試者的性別和主要照顧者教育程度 60
第二節 實驗資料分析 61
(一) CRL-IPNP圖片命名作業的信效度檢定 61
(二) CRL-IPNP圖片命名作業的辭彙量水準資料分析 62
(三) 反應時間資料分析 63
(四) 圖片命名作業的錯誤類型資料分析 64
(五) 理解詞彙量和表達詞彙量資料分析 69
第五章 討論 71
第一節 SLI兒童的詞彙習得(vocabulary aquisition) 71
(一) 詞彙量和反應時間 71
(二) 命名錯誤類型 72
(三) 理解和表達詞彙量比 74
第二節 研究限制與建議 74
(一) 研究限制 74
(二) 研究貢獻與建議 77
參考文獻 78
附錄一：圖片命名錯誤類型的定義（Lehay & Edward, 1999） 90
附錄二：原圖片刺激 91
附錄三：修訂後的圖片刺激 92
附錄四：正式研究的圖片刺激組 93
附錄五：圖片刺激的名稱一致度（%比例） 94

圖表目錄
圖1. 1：圖片命名和圖片仿畫的理論模式（McGregor & Appels, 2002a）....38
圖4. 1：兩組的錯誤類型百分比之平均數比較................................................67
表1. 1：SLI兒童可能出現的語意問題.............................................................27
表2. 1：學齡前幼兒表達詞彙量的增長情形....................................................31
表2. 2：學前幼兒詞彙使用的問題描述............................................................35
表3. 1：SLI組受試者基本資料.........................................................................44
表3. 2：SLI組受試者的正式測驗評估結果.....................................................45
表3. 3：年齡配對組受試者基本資料................................................................46
表3. 4：修訂階段二的結果發現........................................................................55
表3. 5：錯誤類型和數目....................................................................................56
表3. 6：錯誤類型的百分比................................................................................56
表4. 1：兩組受試者的平均生理年齡、智力和語言測驗分數表現................60
表4. 2：受試者的性別資料................................................................................60
表4. 3：受試者的主要照顧者教育程度............................................................61
表4. 4：CRL-IPNP 和其他語言測驗的相關......................................................62
表4. 5：兩組受試者的辭彙量水準資料分析....................................................63
表4. 6：兩組受試者圖片命名總題數的平均反應時間....................................64
表4. 7：圖片命名作業的錯誤類型資料分析....................................................66
表4. 8：錯誤類型類型總和的區別分析............................................................68
表4. 9：分類統計結果摘要表............................................................................68
表4. 10：細類錯誤類型的區別分析..................................................................69
表4. 11：分類統計結果摘要表...........................................................................69
表4. 12：兩組在理解和表達詞彙量的差異表現..............................................70

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