跳到主要內容

臺灣博碩士論文加值系統

(3.95.131.146) 您好!臺灣時間:2021/07/29 02:23
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:傅沂瑾
研究生(外文):Fu, Yi-Chin
論文名稱:應用AR增益自閉症患者兒童學習華語:以美國洛杉磯之中文習得者個案為例
論文名稱(外文):Applying AR to enhance children with autism to learn Chinese:A Case Study in Los Angeles
指導教授:洪榮昭洪榮昭引用關係
指導教授(外文):Hong, Jon-Chao
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:華語文教學系海外華語師資數位碩士在職專班
學門:人文學門
學類:中國語文學類
論文出版年:2021
畢業學年度:109
語文別:中文
論文頁數:95
中文關鍵詞:擴增實境(AR)高功能自閉症(HFA)沉浸式教學感官遊戲單一個案研究
外文關鍵詞:Augmented reality (AR)Immersive teachingSensory playHigh functioning autism (HFA)Single case study
相關次數:
  • 被引用被引用:0
  • 點閱點閱:10
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
擴增實境(Augmented Reality,簡稱AR)創造了一種技術,它能將電腦生成的虛擬影像資訊瞬間疊加到即時、直接或間接的現實世界環境中,以無縫的方式彌合現實與虛擬之間的差距。. 虛擬物體和真實環境的共存,使學習者能夠想像複雜的空間關係和抽象概念;其內容是在現實世界中合成的,能讓參與者在一個混合現實的合成物體中與一個2D和3D設備同步進行互動。然而,時至今日很少有關高功能自閉症患者學習漢語作為第二語言的研究討論。因此,本研究的主要目的是進一步探討 AR數位工具結合沉浸式和感官遊戲教學方法應用於高功能自閉症(HFA)漢語學習的效果。
本研究最主要為以AR 數位工具結合沉浸式和感官遊戲教學法的三合一混成教學,進一步探討將此三合一混成教學應用在高功能自閉症患者(High-functioning autism,簡稱HFA)以中文習得者之實驗效果做初步探討。本實驗以1名高功能自閉症患者中文第二語言習得者為例。經觀察及訪談母親,研究結果中顯示高功能自閉症患者(FHA)習得者在中文學習上在認知(如圖卡辨識力)與情意(如學習動機)確實有顯著的進步。希望藉由本研究能幫助更多在語言學習障礙上的學童或執教者有足夠的資訊,藉此參考在未來的學習或教學上能將 AR運用及實踐。
Augmented Reality (AR) creates a technology that instantly overlays computer-generated virtual image information onto real-time, direct or indirect real-world environments, bridging the gap between reality and virtual in a seamless manner. . The coexistence of virtual objects and real environments allows learners to imagine complex spatial relationships and abstract concepts; participants interacted with a 2D and 3D device in a mixed-reality synthetic object whose content was synthesized in the real world. However, a few studies have discussed high-functioning autistic students learning Chinese as a second language. Therefore, the main purpose of this study was to further explore the effects of AR digital tools combined with immersive and sensory game teaching methods applied to Chinese language learning in high-functioning autism (HFA).

This experiment is based on a three-in-one hybrid teaching fusion targeting one high-functioning autism who was English native speaker. The research results show that high-functioning autistic learners have indeed made significant progress in Chinese learning on cognitive factors (e.g., card recognition) and affective factors (e.g., learning motivation). Expectedly, this study can help more children with learning disabilities have enough information to refer in future learning or teaching for special needs.
目次

中文摘要 ii
Abstract iii
目次 iv
第壹章 緒論 1
第一節 研究背景與動機 2
第二節 研究目的 4
第三節 研究範圍與限制 6
第四節 研究流程與架構 10
第五節 名詞解釋 11
第貳章 文獻探討 14
第一節 特殊兒童的語言學習與大腦發展 14
第二節 特殊兒童的語言發展 16
第三節 自閉症兒童的感官統合 18
第四節 自閉症兒童的語言發展 21
第五節 自閉症兒童的語言學習 22
第六節 遊戲與兒童語言發展 24
第七節 AR 擴增實境與自閉症患者學習 27
第參章 研究方法 34
第一節 研究設計 34
第二節 研究對象 36
第三節 前導研究 41
第四節 研究步驟及程式 43
第肆章 研究結果 62
第一節 觀察評量 62
第二節 質性訪談 64
第伍章 結論與建議 71
第一節 結論 71
第二節 建議及反思 73
參考書目 76
壹、 中文書目 76
貳、 英文書目 77
參、 網路資料 88
附錄 89










表目次
表3- 1個案背景及華語程度 36
表3- 2半結構式問卷-與家長訪談內容表 41
表3- 3教材環境設計對應之AR 教材圖卡說明表 46
表3- 4研究步驟流程表 49
表3- 5九章圖卡-教學目標表 50
表3- 6研究步驟-教學內容流程表 52
表4- 1質性訪談觀察紀錄資料分析 66





圖目次
圖1- 1研究流程與架構 10
圖2- 1大腦的結構和功能 15
圖2- 2雙語處理的雙重編碼 26
圖2- 2感官統合關係 27
圖3- 1小森林從出生到目前的語言學習歷程 38
圖3- 2學習場所佈景與設計 45
圖3- 3 ARTUTOR應用軟體下載截圖 47
圖3- 4 AR教材(共九張圖卡) 48
圖3- 5手機或平板對應AR圖卡即可顯示3D動畫小故事內容示意圖 49
圖4- 1應用AR的學習成效 63
參考書目
壹、 中文書目
布魯克、安娜(2020)。教導自閉症幼兒社會溝通能力。臺北:洪葉文化
出版社。
吳瑞文 ( 2018 )。感覺統合。臺北:華都文化。
黃金源 ( 2008 )。自閉症兒童的治療與教育。臺北:心理出版社
柯淑惠、陳輝鴻 ( 2012 )。語言行為途徑- 自閉症相關障礙兒童的教學方法。
台北市:學富文化事業有限公司
陳明溥(1999 )網路化電腦輔助程式設計學習之研究,1999年台灣區網際網
路研討會 (TANET’99)
道格拉斯.布朗(2015)。第二語教學最高指導原則。臺北:培生教育出版
股份有限公司。
道格拉斯.布朗(2011)。原則導向教學法。臺北:培生教育出版股份有限
公司。



貳、 英文書目

Acar, S., & Sen, S. (2013). A multilevel meta-analysis of the relationship between creativity and schizotypy. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 214–228. 10.1037/a0031975
Adalarasu, K., Jagannath, M., & James, O. (2020). Assessment of techniques for teaching school children with autism. IRBM, 41, 88–93.
Adams, J. N., Feldman, H. M., Huffman, L. C., & Loe, I. M. (2015). Sensory processing in preterm preschoolers and its association with executive function. Early Human Development, 91(3), 227–233. https://doi.org/10.1016/j.earlhumdev.2015.01.013.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington DC: Author text review.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Antonovsky, A. (1979). Health, stress and coping, San Francisco: Jossey-Bass Publisher.
Ashwood, P., Krakowiak, P., Hertz-Picciotto, I., Hansen, R., Pessah, I. N., & Van de Water, J. (2011). Associations of impaired behaviors with elevated plasma chemokines in autism spectrum disorders. Journal of Neuroimmunology, 232 (1–2), 196–199. https://doi.org/10.1016/j.jneuroim.2010.10.025
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative Research, 1(3), 385–405.
Ayres, A.J. (1979). Sensory integration and the child. Los Angeles: Western Psychological Services.
Azuma, R. T. (1997). A survey of augmented reality. Presence-Teleoperators and Virtual Environments, 6(4), 355-385.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47.
Bai, Z., Blackwell, A. F., & Coulouris, G. (2015). Using augmented reality to elicit pretend play for children with autism. IEEE Transactions on Visualization and Computer Graphics, 21(5), 598-610. doi: 10.1109/TVCG.2014.2385092
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37–46.
Beresford, B., Tozer, R., Rabiee, P., & Sloper, P. (2004). Developing an approach to involving children with autistic spectrum disorder in a social care research project. British Journal of Learning Disabilities, 32, 180–185.
Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(s1), 9 – 49.
Blijd-Hoogewys, E. M. A., Bezemer, M. L., & van Geert, P. L. C. (2014). Executive functioning in children with ASD: An analysis of the BRIEF. Journal of Autism and Developmental Disorders, 44(12), 3089–3100. https://doi.org/10.1007/s10803-014-2176-9.
Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33(3), 351-370.
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd Ed.). Columbus, OH; Merrill/Prentice Hall.
Bongaardt, R., & Meijer, O. G. (2000): Bernstein's theory of movement behavior: Historical development and contemporary relevance. Journal of Motor Behavior, 32(1), 57-71.
Borkowska, A. R. (2017). Sensory processing disorders—Diagnostic and therapeutic controversies. Current Issues in Personality Psychology, 5(3), 196–205.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cabero-Almenara, J., & Roig-Vila, R. (2019). The motivation of technological scenarios in augmented reality (AR): Results of different experiments. Applied Science, 9, 2907.
Caminha, R. C., & Lampreia, C. (2012). Findings on sensory deficits in autism: Implications for understanding the disorder. Psychology & Neuroscience, 5(2), 231.https://doi.org/10.3922/j.psns.2012.2.14.
Cascia, J., & Barr, J. J. (2020). Associations among parent and teacher ratings of systemizing, vocabulary and executive function in children with autism spectrum disorder. Research in Developmental Disabilities, 106, 103779.
Chang, Y.-L., Hou, H.-T., Pan, C.-Y., Sung, Y.-T., Chang, K.-E. (2015). Apply an augmented reality in a mobile guidance to. increase sense of place for heritage places. Educational Technology & Society, 18(2), 166–178.
Charman, T. (2004). Matching preschool children with autism spectrum disorders and comparison children for language ability: Methodological challenge. Journal of Autism and Developmental Disorders, 34(1), 59-64.
Chauhan, S. (2016). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14–30. https://doi.org/10.1016/j.compedu.2016.11.005.
Cheng, K. H., & Tsai, C. C. (2013). Affordances of Augmented Reality in Science Learning Suggestions for Future Research. Journal of Science Education and Technology, 22, 449–462.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: John Wiley & Sons.
Collett, T. H. J., & B. A. MacDonald (2006). Developer oriented visualisation of a robot program. Proceedings 2006 ACM Conference on Human-Robot Interaction, 2-4, 49-56.
Coyne, E., Grafton, E., & Reid, A. (2016). Strategies to successfully recruit and engage clinical nurses as participants in qualitative clinical research. Contemporary Nurse, 52 (6), 669–676.
D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5–11. https://doi.org/10.1177/10983007030050010801
De Clercq, H., & Petters, T. (2006). A partnership between parents and professionals. In J. M. Perez (Ed.). New developments in autism: The future is today (pp. 310–340). London: Jessica Kingsley Publishers.
DiCicco-Bloom, B., & Crabtree, B.F. (2006). The qualitative research interview. Medical Education, 40(4), 314–321.
Dubbelink, L. M. O., & Geurts, H. M. (2017). Planning skills in autism spectrum disorder across the lifespan: A meta-analysis and meta-regression. Journal of Autism and Developmental Disorders, 47(4), 1148–1165. https://doi.org/10.1007/s10803-016-3013-0.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Erfanian, F., Razini, H. H., & Ramshini, M. (2018). The relationship between executive functions and sensory processing with emotional recognition in autism Spectrum disorder. International Journal of Sport Studies for Health, 1(2), https://doi.org/10.5812/intjssh.74071.
Feiner, S. (2002). Augmented Reality: A new way of seeing. Scientific American, 286(4), 48-55. Retrieved July 5, 2020, from www.jstor.org/stable/26059641
Fernández-Andrés, M. I., Pastor-Cerezuela, G., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2015). A comparative study of sensory processing in children with and without autism spectrum disorder in the home and classroom environments. Research in Developmental Disabilities, 38, 202–212. https://doi.org/10.1016/j.ridd.2014.12.034.
Ferrer-Torregrosa, J., Jiménez-Rodríguez, M.Á., Torralba-Estelles, J., Garzón-Farinós, F., Pérez-Bermejo, M., & Fernández-Ehrling, N., (2016). Distance learning acts and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes. BMC Medical Educat9ion, 16, 230. https://doi.org/10.1186/s12909-016-0757-3
Gajdamaschko, N. (2015, January). Understanding play as a project of childhood. Paper presented at the HICE International Conference on Education, USA
Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459. https://doi.org/10.1007/s10055-019-00379-9.
Golshan, F., Soltani, A., & Afarinesh, M. R. (2019). The study of executive function domains in children with high functioning autism. Learning and Motivation, 67, 101578.
Grace, M. M., & Ratcliffe, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169.
Greene, S., & Hill, M. (2005). Researching children’s experiences: Methods and methodological issues. In S. Greene, & D. Hogan (Eds.). Researching children's experiences: Approaches and methods (pp. 1–21). London: SAGE.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267–293. https://doi.org/10.1037/h0040755
Guo, T., Liu, H., & Kroll, J. (2011). Local and global inhibition in bilingual word production: fMRI evidence from Chinese-English bilinguals. NeuroImage, 56(4), 2300-2309.
Gurevitch J, Koricheva J, Nakagawa S, Stewart G (2018) Meta-analysis and the science of research synthesis. Nature, 555, 175-182. 10.1038/nature25753
Habib, A., Harris, L., Pollick, F., & Melville, C. (2019). A meta-analysis of working memory in individuals with autism spectrum disorders. PloS One, 30(4), e0216198.
Hartley, C., Bird, L.-A., & Monaghan, P. (2020). Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development. Cognition, 200, 104265.
Hastings, N. B., & Tracey, M. W. (2005). Does media affect learning: where are we now? TechTrends, 49(2), 28-30.
Hayden, C. M. (2017). Augmented reality for speech and language intervention in autism spectrum disorder. Master thesis of The University of Texas at Austin.
Hill, V., Pellicano, E., & Makin, C. (2017). The primary to secondary school transition for children on the autism spectrum: A multi informant mixed methods study. Autism & Developmental Language Impairments, 2, 1–18.
Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72–82.
Humes, L. E., Busey, T. A., Craig, J., & Kewley-Port, D. (2013). Are age-related changes in cognitive function driven by age-related changes in sensory processing? Attention, Perception, & Psychophysics, 75(3), 508-524.
Jaworski, J. L. B., & Eigsti, I.-M. (2017). Low-level visual attention and its relation to joint attention in autism spectrum disorder. Child Neuropsychology, 23(3), 316–331.
Johnson, L., & Laurence, F. (2004). The 2004 horizon report. Austin, Texas: The New Media Consortium.
Kaniel, S., & Siman-Tov, A. (2011). Comparison between mothers and fathers in coping with autistic children: a multivariate model. European Journal of Special Needs Education, 26(4), 479-493
Karpov, Y. V. (2003). Development through the lifespan: A neo-Vygotskian approach. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Learning in doing. Vygotsky's educational theory in cultural context (p. 138–155). Cambridge University Press.
Keller, J.M., (2010). The Arcs model of motivational design. In Motivational design for learning and performance (pp. 43-74). Boston, MA: Springer.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1.
Krashen, S. D., & Terrell, T. D. (2013). The natural approach: language acquisition in the classroom. Per Linguam, 1(2), doi: 10.5785/1-2-506
Kuhaneck, M. H., & Britner, P. A. (2013). A preliminary investigation of the relationship between sensory processing and social play in autism spectrum disorder. OTJR: Occupation, Participation, and Health, 33(3), 159-167.
Lalani T, Tisdale MD, Liu J, Mitra I, Philip C, Odundo E, et al. (2018) Comparison of stool collection and storage on Whatman FTA Elute cards versus frozen stool for enteropathogen detection using the TaqMan Array Card PCR assay. PLoS ONE 13(8), e0202178. https://doi.org/10.1371/journal.pone.020217
Lin, C. S. (2014). Early language learning profiles of young children with autism: Hyperlexia and its subtypes. Research in Autism Spectrum Disorders, 8, 168–177.
Lorenzo, G., Lledo, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Computers & Education, 98, 192-205.
MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Increasing play using video modeling. Behavioral Interventions, 20, 225–238.
Mart, C. T. (2013). The audio-lingual method: An easy way of achieving speech. International Journal of Academic Research in Business and Social Sciences, 3(12). DOI: 10.6007/IJARBSS/v3-i12/412
Martin, D. J., & Loomis, K. S. (2013). Building teachers: A constructivist approach to introducing education (2nd ed.). Independence, KY: Wadsworth Publishing.
Mazefsky, C. A., & Oswald, D. P. (2007). Emotion perception in Asperger’s syndrome and high-functioning autism: The importance of diagnostic criteria and cue intensity. Journal of Autism and Developmental Disorders, 37, 1086–1095.
Miller, D. C., & Salkind, N. J. (2002). Handbook of research design & social measurement. Thousand Oaks, Calif: Sage Publications.
Miller, D.C., & Salkind, N.J. (2002). Handbook of research design and social measurement. London: Sage.
Morey, C. C., Rhodes, S., & Cowan, N. (2019). Sensory-motor integration and brain lesions: Progress toward explaining domain-specific phenomena within domain-general working memory. Cortex, 112, 149-161.
Moro, C., Štromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical Sciences Education, 10, 549–559.
Newschaffer, C.J., Croen, L.A., Daniels, J., et al. (2007) The epidemiology of autism spectrum disorders. Annual Review of Public Health, 28, 235-258.
Nikopoulos, C. K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93–96.
Ogden, J., & Cornwell, D. (2010). The role of topic, interviewee and question in predicting rich interview data in the field of health research. Sociology of Health & Illness, 32 (7), 1059–1071.
Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In R. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 227-246). Manoa: University of Hawaii Press
Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. European. Journal of Educational Research, 74, 165–186. https://doi.org/10.14689/ejer.2018.74.9.
Paivio, A. & Begg, I. (1981). The psychology of language. New York: Prentice-Hall.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart & Winston.
Paivio, A. (1986). Mental representations. New York: Oxford University Press.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Journal of Psychology, 45(3), 255-287.
Paivio, A. (2002). Dual coding theory: Retrospect and current status. Journal of Psychology, 45(3), 255-287.
Pastor-Cerezuela, G., Fernandez-Andres, M.-I., Sanz-Cervera, P., Marin-Suelves, D. (2020). The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context. Research in Developmental Disabilities, 96, 103540.
Pérez-Fuster, P., Sevilla, J., & Herrera, G. (2019). Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in Autism Spectrum Disorders, 58, 54–67. doi: 10.1016/j.rasd.2018.08.006
Quill, K A. (2015). Teaching children with autism: Strategies to enhance communication and socialization (health & life science). Albany, NY: Delmar.
Raymond, M. R., & Neustel, S. (2006). Determining the content of credentialing examinations. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (p. 181–223). Lawrence Erlbaum Associates Publishers.
Santos, M. E. C., Lübke, A. I. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., et al. (2016). AR as multimedia: the case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning,11(1),1-23. doi: 10.1186/s41039-016-0028-2
Saracchini, R., Catalina, C., & Bordoni, L. (2015). A mobile augmented reality assistive technology for the elderly. Comunicar, 23(45), 65-73.
Schaaf, R. C., Dumont, R. L., Arbesman, M., & May-Benson, T. A. (2018). Efficacy of occupational therapy using Ayres. Sensory integration. US National Library.
Schoen, S. A., Lane, S. J., Schaaf, R. C., Mailloux, Z., Parham, L. D., Roley, S. S., & May-Benson, T. (2019). Ayres sensory integration meets criteria for an evidence-based practice: A response to Stevenson [2019]. Autism Research, 12(8), 1154-1155. doi: 10.1002/aur.2164..
Sharma, P., Vleugels, R. A., Nambudir, V. E. (2019). Augmented reality in dermatology: Are we ready for AR? Journal of the American Academy of Dermatology, 81(5), 1216-1222. from https://www.sciencedirect.com/science/article/abs/pii/S0190962219323631
Sigman, M., & McGovern, G. W. (2005). Improvement in Cognitive and Language Skills from Preschool to Adolescence in Autism. Journal of Autism and Developmental Disorders, 35(1), 15-23. DOI: 10.1007/s10803-004-1027-5
Song, Y., Zhong, J., Jia, Z., & Liang, D. (2020). Emotional prosody recognition in children with high-functioning autism under the influence of emotional intensity: Based on the perspective of emotional dimension theory. Journal of Communication Disorders, 88, 106032.
Tekedere, H., & Göker, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental & Science Education, 11, 9469–9481.
Torske, T., Nærland, T., Øie, M. G., Stenberg, N., & Andreassen, O. A. (2018). Metacognitive aspects of executive function are highly associated with social functioning on parent-rated measures in children with autism Spectrum disorder. Frontiers in Behavioral Neuroscience, 11, 258. https://doi.org/10.3389/fnbeh.2017.00258.
Twenge, J. M., Spitzberg, B. H., & Campbell, W. K. (2019). Less in-person social interaction with peers among U.S. adolescents in the 21st century and links to loneliness. Journal of Social and Personal Relationship, https://doi.org/10.1177%2F0265407519836170
Vygotsky, L. (1962). Studies in communication. In E. Hanfmann & G. Vakar (Eds.). Thought and language. MIT Press.
Wodka, E. L., Koriakin, T., Puts, N. A. J., Mahone, E. M., Edden, R. A. E., et al. (2014). Relationship between attention, hyperactivity/impulsivity, and sensory behavior in autism. Journal of the International Neuropsychological Society, S1(20), 203.
Xu, Y., & Chun, M. M. (2006). Dissociable neural mechanisms supporting visual short-term memory for objects. Nature, 440(7080), 91-95. https://doi.org/10.1038/nature04262.
Yılmaz, Z. A., & Batdı, V. (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education and Science, 41(188), 273-289.
Yuk, V., Urbain, C., Pang, E. W., Anagnostou, E., Buchsbaum, D., & Taylor, M. J. (2018). Do you know what I’m thinking? Temporal and spatial brain activity during a theory-of-mind task in children with autism. Developmental Cognitive Neuroscience, 34, 139–147.


參、 網路資料

ARTUTOR ( 2019 ) 網站。2020.11取自
https://artutor.ru/。
ARTUTOR ( 2020 ) 網站。2020.11取自
https://artutor.org/。
兒童言語失用症語言治療師。2020.12取自
https://is.gd/2S60Q5
基百科網站:Krashen語言習得「五假說」。2020.12取自
https://is.gd/SNwb6c
斯維亞托斯拉夫·多夫尼亞,兒童神經學家塔蒂亞娜·莫羅佐娃,臨床心理學家。2020.11取自 http://www.autismaroundtheglobe.org/countries/Russia1.asp
國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。2020.12取自
http://terms.naer.edu.tw/detail/1309086/
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關論文
 
無相關期刊
 
無相關點閱論文