臺灣博碩士論文加值系統

摘 要
生活中處處充滿了表徵。從最具體的玩具模型、照片、影片、然後到圖畫的描繪、抽象的塗鴉、最後到具社會性的文字，學前幼兒對這些符號表徵意義的理解如何發展？幼兒如何從具體的圖畫過渡到抽象的文字？本研究進行四個實驗探討3歲幼兒的表徵理解情形。實驗一藉由卡片分類活動，探討3歲幼兒對圖畫與文字的區辨能力，幼兒在判斷一個符號為圖畫或文字時，根據何種外型的特徵作分類？實驗二與實驗三進一步探討，當幼兒已經能夠區辨圖畫與文字的外觀時，是否就代表對表徵功能的理解？實驗二、三採用標準的移動符號卡測驗方式：研究者拿出兩樣玩具，及一張畫（寫）有其中一樣玩具名字的符號卡，先是將符號卡放在配對玩具前方，然後故意製造「意外」將符號卡移至不對應的（另）一樣玩具前方，以觀察幼兒對圖畫與文字意義的理解：當符號卡與玩具成配對狀況，以及符號卡與玩具成不配對狀況時，幼兒是否也認為符號卡的名字會跟著玩具變動，以配合當下所配對玩具的名稱。實驗四意圖探討，即使幼兒對文字意義的概念仍不穩定，成人能否使用外在的情境提高幼兒對文字意義的覺知，支持幼兒文字概念的穩定性發展。

實驗結果發現，1.不同符號類型存有發展上的差異現象。2. 即使幼兒已經能夠分辨圖示符號與文字符號的外觀差異，但文字表徵的穩定性表現和幼兒是否知覺文字外型並無高度相關關係。3.問題的發問形式，以及測驗的呈現方式確實影響了幼兒的文字概念表現。4.我國幼兒的文字表徵穩定性發展顯著早於英國幼兒的表現，此表現上的差異與中文文字的特殊形象是否有所關連，仍有待進一步的實徵研究探究。

Summary
There’re symbols in life everywhere. From the most concrete toy models, photos, films, to the description of the pictures, abstract scribbles, finally the social characters. How the young children develop their understanding of the symbolic representation? How they carry out the transition from pictures to written words? This study includes four experiments to explore three-year-old children’s symbolic understanding state.
The experiment one probes three-year-old children’s ability to distinguish pictures and characters by using categorized card activity. Which kind of appearance characteristic will they use to make classification as they judge whether a symbol is a picture or a character? In experiment two and three, we explore the relation between children’s ability to distinguish picture and character and the concept of symbolic stability. We adopt the standard moving card task: The researcher takes out two different toys and one symbol card. At first, we put the symbol card in front of its corresponding toy, then move the card to the other toy “accidentally” to test young children’s understanding of the stability of the meanings of picture and character. The experiment four tests whether adult can use external situation to raise young children’s concept of the stablility of symbol’s meaning.
The experiments have the following results: 1. The young children’s understanding about different symbol types has a developmental trend. 2. Even though some young children can distinguish pictures from characters and letters, not all of them have the concept that a symbol’s meaning is constant. 3.The questioning form of the question, and the test way of appearing do influenced the young children’s characters concept. 4.Taiwanese young children’s character symbol stability development apparently earlier than the British young children. Whether these better performances are related to the appearance of Chinese character or are related to the children’s cultural environment still needs further study to explore it.

第一章 序論
第一節 研究動機及目的 ……………………………………………………………… 01
第二節 名詞界定 …………………………………………………………………… 06
第三節 研究問題 …………………………………………………………………… 08

第二章 文獻探討
第一節 表徵的定義與類別 ………………………………………………………… 09
第二節 幼兒使用表徵能力與心智發展的關係 …………………………………… 10
第三節 符號表徵理解的研究 ……………………………………………………… 13


第三章 研究方法及結果
實驗一 ……………………………………………………………………………… 29
結果 ……………………………………………………………………………… 30
小結 ……………………………………………………………………………… 34
實驗二 ……………………………………………………………………………… 36
結果 ……………………………………………………………………………… 37
小結 ……………………………………………………………………………… 40
實驗三 ……………………………………………………………………………… 43
結果 ……………………………………………………………………………… 45
小結 ……………………………………………………………………………… 49
實驗四 ……………………………………………………………………………… 52
結果 ……………………………………………………………………………… 54


第四章 綜合討論
第一節 影響幼兒在移動符號卡表現的因素 ………………………………………… 57
第二節 移動符號卡測驗再探 ………………………………………………………… 59
第三節 研究建議及限制 …………………………………………………………… 60
參考文獻 65


圖表目錄
實驗一
表1-1 幼兒在每張符號卡之通過比率 ………………………………………………… 30
表1-2 36位幼兒在四種表徵符號之表現 ……………………………………………… 32
表1-3：兩組幼兒在四種表徵符號之表現 ……………………………………………… 33
圖一：兩組幼兒在四種表徵符號之表現長條圖示 ……………………………………… 31

實驗二
表2-1：36位幼兒在三種表徵符號之表現 ……………………………………………… 38
表2-2：兩組幼兒在三種符號表徵之表現 ……………………………………………… 39
圖2-1：兩組幼兒在三種表徵符號之表現長條圖示 ……………………………………… 39

實驗三
表3-1 兩組幼兒在「對不對」問題形式的表現 …………………………………………… 46
表3-2 36位幼兒在三種表徵符號之表現 ……………………………………………… 47
表3-3：兩組幼兒在三種符號表徵之表現 ……………………………………………… 48
圖3-1：兩組幼兒在三種表徵符號之表現長條圖示 ……………………………………… 48
圖3-2 2.5歲組幼兒的實驗改變 ………………………………………………………… 49
圖3-3 3歲組幼兒的實驗改變 ………………………………………………………… 49

實驗四
表4-1 36位幼兒在三種表徵符號之表現 …………………………………………… 54
表4-2 2.5歲組幼兒在實驗二～實驗四的表現 ……………………………………… 55
圖4-1 幼兒在實驗二～實驗四改變 ………………………………………………… 55

中文部分：
洪 蘭（譯）（民86）。心理學。（原作者：Henry Gleitman）。台北：遠流出版公司。（原著出版年：1997）
李素卿（譯）（民92）。認知心理學。（原作者：Eysenck, M. W. & Keane, T. M.）。
台北：五南圖書公司。（原著出版年：2000）
周念縈（譯）(民94)。人類發展學—兒童發展。(原作者：Vander-Zanden, T. L.)。台北:巨流圖書公司。（原著出版年：2003)
英文部分：
Apperly, I. A., Williams, E., & Williams, J. (2004). Three-to-four-year-old's recognition that symbols have a stable meaning: Pictures are understood before written words. Child Development, 75, 1510-1522.
Bialystok, E.(2000). Symbolic representation across domains in preschool children. Journal of Experimental Child Psychology, 76, 173-189.
Bialystok, E., & Martin, M. M.(2003). Notation to symbol: Development in children's understanding of print. Journal of Experimental Child Psychology, 86, 223-243.
Collins, J. S., & Robinson E. J. (2005). Can one written word mean many things ? Prereaders’ assumptions about the written words’ meanings. Journal of Experimental Child Psychology , 90, 1-20.
DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children.. Science, 238, 1556-1557.
DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62, 513-527.
DeLoache, J. S., & Burns, N. M. (1994). Symbolic functioning in preschool children. Journal of Applied Developmental Psychology, 15, 513-527.
DeLoache, J. S.(1995). Symbolic understanding and use. In D. Medin (Ed.), The psychology of learning and motivation (Vol. 33, pp.65-114). New York: Acdemic Press.
DeLoache, J. S., Miller, K. F., & Rosengren, K. S. (1997). The credible shrinking room: Very young children's performance with symbolic and nonsymbolic relations. Psychological Science, 8, 308-313.
DeLoache, J. S.(2000). Dual representation and young children's use of scale models. Child Development, 71,329-338.
DeLoache, J. S., Simcock, G., & Marzolf, D. P. (2004). Transfer by very young children in symbolic retrieval task. Child Development, 75, 1708-1718.
Dirks, J. R., & Gibson. E. (1977). Infants’perception of similarity between life people and their photographs. Child Development, 48, 124-130.
Gelman, S. A., & Ebeling, K. S. (1998). Shape and representational status in children's early naming. Cognition, 66, B35-B47.
Heddens, J. W. (1984). Today’s Mathematics. 5thed. Chicago:Science Research Associates.
Lavine, L. (1972). The development of perception of writing in pre-reading children : A cross –culture study. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.
Lavine, L. (1977). Differentiation of letterlike forms in prereading children. Developmental Psychology, 23, 89-94.
Liben, L.S., & Downs, R. M. (1986). Children's production and comprehension of maps: Increasing graphic literacy. (Report No. G-83-0025). National Institute of Education. Washington, DC.
Liben, L.S., & Downs, R. M. (1991). The role of graphic representations in understanding the world. In R. M. Downs, L. S. Liben, & D. S. Palermo (Eds.), Visions of aesthetics, the environment, and development : The legacy of Joachim Wohlwill. Hillsdale : NJ : Erlbaurm.
Liben, L. S., & Yekel, C. A. (1996). Preschoolers’understanding of plan and oblique maps : The role of geometric and representational correspondence. Child Development, 67, 2780-2796.
Liben, L. S. (1999). Developing an understanding of external spatial representations. In I. E. Siegel (Ed.), Development of mental representation : Theories and applications (pp.297-321). Mahwah, NJ: Erlbaum.
Marzolf, D. P., Pacha, P., & DeLoache, J. S. (1996). Transfer of a symbolic relation by young children. Poster presented at the biennial meeting of the international Conference on Infant Studies, Providence, RI.
Robinson, E. J., Nye, R., & Thomas, G. V. (1994). Children's conceptions of the relationship between pictures and their referents. Cognitive Development, 9, 165-191.
Thomas, G. V., Jolley, R. P., Robinson, E. J., & Champion, H. (1999). Realist errors in children's responses to pictures and words as representations. Journal of Experimental Child Psychology, 74, 1-20.
Tolchinsky-Landsmann, L., & Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7, 287-300.
Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children's understanding of video. Child Development, 69, 950-965.
Zelazo, P. D., Sommerville, J. A. & Nichols, S. (1999). Age-related changes in children's use of external representations. Developmental Psychology, 35, 1059-1071.