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研究生:陳蓉妍
論文名稱:學前兒童敘事能力與語言、認知及記憶能力之探討
論文名稱(外文):Narrative skill and language, cognitive and story recall abilities in preschool children
指導教授:許馨仁許馨仁引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:聽力學與語言治療研究所
學門:醫藥衛生學門
學類:復健醫學學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:78
中文關鍵詞:敘事能力語言能力認知能力記憶能力
外文關鍵詞:narrative skilllanguage abilitycognitive abilitymemory capacity
相關次數:
  • 被引用被引用:6
  • 點閱點閱:1976
  • 評分評分:
  • 下載下載:252
  • 收藏至我的研究室書目清單書目收藏:2
本研究宗旨在探討學齡前正常發展兒童在敘事能力與語言、認知及記憶的發展與關連性。本研究比較四歲(16名;平均年齡=48.81個月)、五歲(19名;平均年齡=60.58個月)及六歲(18名;平均年齡=72.17個月)兒童在The Expression, Reception, and Recall of Narrative Instrument (ERRNI) test、「托尼非語文智力測驗」及「魏氏兒童智力量表第三版(WISC-III)中文版連環圖系測驗」作業中的表現。研究結果顯示六歲組兒童在故事敘述的表現較四歲組及五歲組的一般兒童佳;三組兒童平均語句長度和相異詞比率並無差異,而故事理解的表現則為六歲組優於四歲組與五歲組兒童,五歲組優於四歲組兒童。此外,托尼非語文測驗及魏氏智力測驗連環圖系測驗分數皆為六歲組優於四歲組與五歲組兒童,五歲組優於四歲組兒童。三組兒童在故事記憶的表現並無差異。相關分析中,三組兒童平均語句長度和故事理解分數的表現之間有相關,但相異詞比率與敘事能力則無相關;三組兒童遺忘分數與敘事能力之間也有相關。階層迴歸分析結果顯示,除年齡以外,三組受試兒童在平均語句長度與故事記憶分數表現對於兒童的敘事能力有顯著的預測效果。綜合上述結果,兒童的故事理解與認知的發展會隨著年齡增長而提昇,敘事能力與語言能力及故事記憶有相關,並且平均語句長度及故事記憶對敘事能力的預測能力較佳。
The goal of the current study was to investigate narrative, language, cognition and memory abilities in typically-developing preschool children. Three groups of children (4-, 5- and 6-year old groups) participated in the study. All children completed the Expression, Reception, and Recall of Narrative Instrument (ERRNI) test, in which children’s storytelling, story memory, comprehension, mean length of utterance (MLU) and type-token ratio of word use were measured. In addition, children’s cognitive ability were measured with the TONI test and Wechsler Intelligence Scale for Children Third Edition (WISC-III) Picture Arrangement. We found that the 6-year-old group performed better than the other two groups in the ERRNI-storytelling subtest. Group differences in mean length of utterance (MLU) and type-token ratio of words were not significant. However, the 6-year-old group showed better performance than the other two groups in the ERRNI-comprehension subtest. In terms of the two cognitive tests, the 6 year-old group exhibited a higher group mean than the 5-year-old group, which in turn showed a higher group mean than the 4-year-old group. Group differences in story memory did not reach significance. Correlation analyses revealed significant correlations between MLU and storytelling, MLU and comprehension, and story memory (based on a forgetting score) and storytelling. Results based on a hierarchical linear regression analysis indicated that in addition to age, both MLU and the forgetting score were significant predictors of children’s performance in storytelling.
中文摘要 I
英文摘要 II
目次 III
表次 V
圖次 VI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 4
第二章 文獻回顧 5
第一節 兒童敘事能力的發展 5
第二節 敘事之重要性與敘事作業 12
第三節 影響敘事能力的一些因素 16
第四節 總結 22
第三章 研究方法 23
第一節 研究對象 23
第二節 研究架構 24
第三節 研究材料 26
第四節 施測流程 37
第五節 資料處理與統計分析 38
第四章 研究結果 41
第一節 敘事能力、語言能力、認知能力及故事記憶表現分析 41
第二節 相關分析 50
第三節 不同能力對於敘事能力之預測 53
第四節 中英文測驗差異 55
第五章 研究討論 57
第一節 研究結果與討論 57
第二節 研究限制 62
第三節 臨床意義 63
第四節 建議 64
參考文獻 65
附錄一 75
附錄二 76
表3-1研究個案基本資料 24
表3-2各年齡組一致性係數 39
表4-1三組兒童故事敘述分測驗-「魚的故事」統計結果摘要表 43
表4-2三組兒童語言能力統計結果摘要 45
表4-3三組兒童語言能力事後考驗摘要 45
表4-4三組兒童認知能力統計結果摘要 48
表4-5三組兒童遺忘分數統計結果摘要表 49
表4-6四至六歲兒童語文能力、認知能力及故事記憶與敘事能力之相關 51
表4-7三組兒童平均語句長度、相異詞彙量和總詞彙量摘要表 52
表4-8多元相關迴歸分析模式摘要表 53
表4-9多元相關迴歸分析變異數分析摘要表 54
表4-10多元相關迴歸分析係數表 55
表4-11英文版ERRNI-Fish與ERRNI-魚的故事標準分數與標準差摘要表 56
圖3-1 研究架構 24
圖3-2 ERRNI「魚的故事」之範例圖卡 26
圖3-3 ERRNI test 暖身題之圖卡 27
圖3-4 托尼非語文智力測驗題項範例 34
圖3-5 魏氏兒童智力量表第三版(WISC-III)之連環圖系測驗暖身題圖卡 36
圖4-1 四至六歲兒童故事敘述表現(誤差線為標準誤) 42
圖4-2 三組兒童語言能力表現(誤差線為標準誤) 44
圖4-3 三組兒童在托尼非語文智力測驗與魏氏智力測驗連環圖系測驗隻表現(誤差線為標準誤) 47
圖4-4 三組兒童遺忘分數表現(誤差線為標準誤) 48
圖4-5相異詞彙量和總詞數增加情形 52


一、中文部分
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吳英長(1986)。兒童故事基架的分析。台東師專學報,14, 195-213。
林佳樺(2009)。初探台灣以英文為外語之學童的口語敘事發展:以中文與英文故事「青蛙,你在哪裡?」為例。未出版之碩士論文。國立交通大學,新竹市。
林麗卿(2000)。敘事體在學前幼兒發展中之功能探討。新竹師院學報,13, 149-186。
林寶貴、錡寶香(2002)。聽覺障礙學童口語述說能力之探討: 語意, 語法與迷走語之分析。特殊教育研究學刊,(22),頁 127-154。
張鑑如、章菁(2002)。幼兒敘述能力之發展: 多年期研究。載於國立嘉義大學舉辦之 [九十一學年度師範學院教育學術論文發表會] 論文集,頁 1615-1641。
張鑑如(2006)。台灣與大陸兒童敘事能力之發展:腳本,生活經驗,與想像故事。行政院國家科學委員會專題研究計畫期中進度報告。
張顯達(1998)。平均語句長度在中文的應用。聽語會刊(13),頁 36-48。
陳妍靜(2013)。視覺線索對語言發展遲緩兒童在重述故事表現之影響。未出版之碩士論文。國立臺北護理健康大學,台北市。
陳欣希、張鑑如、陳秀芬(2011)。學齡前幼兒的故事結構發展: 故事文法之分析。教育心理學報, 42(3),頁 359-378。
曾文慧(2014)。學前視障兒童口語敘事表現之研究。未出版之碩士論文。國立臺北護理健康大學,台北市。
楊可華(2008)。三至五歲幼兒看圖敘事指稱能力之研究。未出版之碩士論文。國立臺北教育大學幼兒與家庭教育學系,台北市。
劉惠美、張鑑如(2011)。口語和閱讀關連性研究之文獻回顧。教育心理學報, 43。
蔡至臻(2011)。四到六歲兒童敘事能力發展研究。未出版之碩士論文。國立臺北護理健康大學,台北市。
錡寶香(2001)。國小低閱讀成就學生的口語述說能力:語言層面的分析。特殊教育學報, 15,頁 129-175。
錡寶香(2003)。國小低閱讀能力學童與一般閱讀能力學童的敘事能力。特殊教育研究學刊。
錡寶香(2004)。國小低閱讀能力學童與一般學童的敘事能力: 故事結構之分析。國立台灣師範大學特殊教育學系, 特殊教育研究學刊, 26,頁 247-269。
錡寶香(2009)。兒童語言與溝通發展。台北:心理。
薩文蕙(2007)。A Longitudinal Investigation of Mandarin-Speaking Preschoolers' Relation of Events in Narratives: From Unrelated to Related Events[漢語學齡前兒童敘事中事件的串連:由單一事件到相關事件]。Taiwan Journal of Linguistics, 5(1),頁 77-96。 doi: 10.6519/tjl.2007.5(1).4
薩文蕙(2011)。Emotion Expressions and Knowledge of Story Structure: a Study of Mandarin-Speaking Children's Narrative Development[情感描述語詞與故事結構:漢語兒童敘事發展之研究]。Taiwan Journal of Linguistics, 9(2),頁 67-109。 doi: 10.6519/tjl.2011.9(2).2
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1. 林寶貴、錡寶香(2002)。聽覺障礙學童口語述說能力之探討: 語意, 語法與迷走語之分析。特殊教育研究學刊,(22),頁 127-154。
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