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研究生:陳玟瑾
研究生(外文):Chen,Wen-Chin
論文名稱:學前男童身體活動能力與反應時間及事件關聯電位之關係
論文名稱(外文):The Relationship between Event-related Potentials and Physical Activity Ability of the Preschooler Boys
指導教授:洪聰敏洪聰敏引用關係
指導教授(外文):Hung, Tsung-Min
學位類別:碩士
校院名稱:臺北巿立體育學院
系所名稱:運動科學研究所
學門:民生學門
學類:運動科技學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:89
中文關鍵詞:學前兒童事件關聯電位身體活動能力
外文關鍵詞:preschooler、Event-related Potentials、motor ability
相關次數:
  • 被引用被引用:7
  • 點閱點閱:271
  • 評分評分:
  • 下載下載:57
  • 收藏至我的研究室書目清單書目收藏:8
本研究目的在探討學前兒童身體活動與大腦認知功能之關係,以
Arnheim and Sinclair(1979)修訂之基礎運動能力測驗修訂版(Basic
Motor Ability Test- Revised, BMAT-R)將兒童分為高、低身體能力兩
組,以反應時間及事件關聯電位N100 和P300 之振幅及潛伏時間(電
極位置:F3、F4、T3、T4、Pz)為研究依變項,t 檢定結果發現:
一、高身體活動能力組反應時間短於低身體活動能力組。
二、高身體活動能力組反應正確率高於低身體活動能力組。
三、高身體活動能力組潛伏時間較短,對於自動區辨過程所需時間較
低身體活動能力組少。
四、高身體活動能力組振幅較大,能在相同時間內,透過較多神經連
結,對作業投入較高的專注力。
The purpose of this study was to examine the relationship between
event-related potentials and motor ability of the preschool boys. Arnheim
and Sinclair modified Basic Motor Ability Test- Revised was used to
classify preschool boys into either high or low motor ability groups.
Auditory choice reaction time task was used to elicit ERP. Paired t tests
showed the following:
1. Reaction time in high motor ability group is significantly shorter than
that of low motor ability group.
2. Reaction time accuracy in high motor ability group is significantly
better than that of low motor ability group.
3. ERP latency is shorter in high motor ability group than that of low
motor ability group, indicating faster decision making in the
discrimination task.
4. ERP amplitude is larger in high motor ability group than that of low
motor ability group, indicating more effective attention resource
distribution
論文考試審定書······································· ii
授權書·············································· iii
中文摘要············································ iv
英文摘要············································· v
誌謝·················································vi
目錄················································ vii
表目錄··············································· x
圖目錄···············································xi
第一節問題背景······························· 1
第二節研究目的······························· 5
第三節研究問題與假設························· 5
第四節研究範圍與限制························· 6
第五節重要名詞解釋··························· 7
第一節學前兒童身體活動能力發展··············· 9
第二節學前兒童大腦及神經發展················ 11
viii
第三節學前兒童認知功能理論基礎·············· 17
第四節身體活動對心生理發展的影響············ 20
第五節反應時間與訊息處理理論基礎············ 27
第六節大腦認知功能與事件關聯電位關係········ 31
第七節本章總結······························ 36
第參章方法與步驟
第一節研究架構······························ 39
第二節實驗參與者···························· 40
第三節實驗儀器與工具························ 40
第四節實驗流程······························ 48
第五節ERP 收集實驗流程······················ 49
第六節資料處理與統計分析···················· 52
第肆章結果與討論
第一節結果·································· 55
第二節討論·································· 61
第伍章結論與建議
第一節結論································· 69
第二節建議································· 70
中文參考文獻········································ 72
英文參考文獻········································ 75
附錄
附錄一研究計畫說明書····························· 85
附錄二研究參與者家長同意書······················· 87
附錄三參與研究兒童基本資料、健康情形記錄表········ 88
附錄四基礎運動能力紀錄表························· 89
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