臺灣博碩士論文加值系統

背景：史楚普叫色作業的傳統版本已被廣泛使用在臨床和研究上，近年來我們發展出一套電腦化版本之史楚普作業以測量處理速度與色字干擾效果。然而目前仍缺乏此測驗的心理計量基礎的檢驗資料，本研究欲改善此一限制，進而提升此電腦化版本之適用性。方法：本研究共招募年齡介於16至80歲之243位志願者(133位女性及110位男性)，並進一步分成五個年齡組，以考驗此作業的心理計量基礎。所有參與者均接受閱讀能力、流體智能及電腦化史楚普叫色作業的評估；同時亦有部分參與者接受執行功能與記憶功能的檢測。之後，再以這些測驗的表現進行相關與迴歸分析，考驗反應時間表現與這些
能力之間的關聯。本研究以相關及迴歸分析檢驗參與者之人口學變項(年齡、性別、教育程度、流體智能)，以及反應時間的關聯。將不同年齡組的反應時間比最年輕之參照組(16-25歲)的反應時間作圖，以呈現各組在不同刺激複雜度之相對表現的線性關係。結果：電腦化史楚普作業中，各嘗試的反應時間均隨年齡而增加，且男性的反應時間顯著較女性長。然而，教育程度、閱讀能力及流體智能均與作業反應時間有顯著負相關。史楚普干擾效果亦隨年齡增加，隨流體智能增加而減少，但與性別無顯著相關。各年齡組分別對最年輕參照組之反應時間之作圖顯示其斜率隨年齡增加而越陡，截距則隨年齡增加而減少。結論：：本研究的結果顯示，此發展中的電腦化史楚普作業具有可接受的心理計量基礎。此外，本研究結果支持差異引擎典範的假設，即如果一項作業與速度相關，相較於處理速度，以其他認知能力或因素預測個體之表現在群體中所佔的排序時便顯得較不重要。

Background：Conventional Stroop Test has been widely used in in
clinical practice and research. Recently, we have developed a
computerized Stroop Test, which concurrently yields measures for
processing speed and word/color interference effects. However, the
validation procedures of its psychometric properties have not yet been
carried out. The study intended to achieve this aim.
Methods：Two-hundred-and-forty-three healthy volunteers (133 females
and 110 males), aged between 16-80 years (grouping into five 10-year
age bands) underwent a battery of neuropsychological assessment,
including a Chinese word-reading test, a fluid intelligence test, and two
versions of the Computerized Stroop test (CST); and parts of participants
also underwent tests for assessing memory and executive functions.
Correlation and regression analyses were performed on those data to
examine the associations between these abilities. The relationships
between age, sex, education, fluid intelligence, and the reaction times
(RTs) on the CST were examined by correlation and regression analyses.
The linear relationship between the RTs and stimulus complexity in the
CST was examined by plotting the RTs of different stratified age groups
against those of the youngest age group (16-25 years).
Results：The RTs of all types of trials on the CST increased with age; and
the RTs of the males were significantly higher than those of the females.
In contrast, years of education, reading performance, and fluid
intelligence were all negatively correlated with the RTs of the CST. The
word/color interference effects also increased with age and decreased
with fluid intelligence, but were not significantly correlated with sex. The
linear function of the mean RTs of each older group and the youngest
group showed that while the steepness of the slope increased with age, the
values of the intercept progressively declined with age.
Conclusions：The results of this study offered some empirical evidence
for the validity of this newly developed computerized Stroop test. In
addition, the data lend further support for the premise proposed by the
difference engine model, which suggests that if a task is speeded, its other
characteristics appear to be much less important in predicting the position
of an individual’s score in standard deviation unit.

指導教授推薦書………………………………………………………
口試委員審定書………………………………………………………
致謝詞…………………………………………………………………-ⅲ-
ABSTRACT…………………………………………………………...-ⅴ-
中文摘要………………………………………………………………-ⅶ-
CONTENTS……………………………………………………….......-ix-
TABLES AND FIGURES……………………………………………..-xi-
Contents
CHAPTER 1. INTRODUCTION - 1 -
1.1. INTRODUCTION OF THE STROOP TEST - 2 -
1.2. INFLUENCE OF DEMOGRAPHIC FACTORS AND GENERAL ABILITY - 5 -
1.3. THEORETICAL ACCOUNTS OF STROOP EFFECT - 8 -
1.4. IMPLICATIONS FOR CLINICAL PRACTICE - 10 -
1.5. PROCESSING SPEED - 13 -
1.6. THE AIMS OF THE STUDY - 16 -
CHAPTER 2. METHODS - 18 -
2.1. PARTICIPANTS - 18 -
2.2. NEUROPSYCHOLOGICAL TESTS - 20 -
2.3. PROCEDURE - 25 -
2.4. STATISTICAL ANALYSIS - 26 -
CHAPTER 3. RESULTS - 29 -
3.1. DEMOGRAPHIC DATA - 29 -
3.2. RELIABILITY - 31 -
3.3. CONVERGENT AND DISCRIMINANT VALIDITIES. - 34 -
3.5. TESTING PROCESSING SPEED HYPOTHESES - 41 -
CHAPTER 4. DISCUSSION - 45 -
4.1. RELIABILITY - 45 -
4.2. CONVERGENT AND DISCRIMINANT VALIDITY - 46 -
4.3. INFLUENCE OF DEMOGRAPHIC VARIABLES - 47 -
4.4. THE STROOP EFFECT. - 49 -
4.5. PROCESSING SPEED AS A GENERAL FACTOR - 51 -
4.6. LIMITATIONS - 53 -
CHAPTER 5. CONCLUSION - 55 -
REFERENCE - 56 -
Tables and Figures
TABLES.
TABLE 1. - 30 -
TABLE 2. - 31 -
TABLE 3. - 33 -
TABLE 4. - 34 -
TABLE 5. - 35 -
TABLE 8. - 40 -FIGURES.
FIGURE 2. THE MEAN REACTION TIMES OF ALL TYPES OF TRIALS FOR EACH GROUP AS A FUNCTION OF THE MEAN REACTION TIMES OF THE YOUNGEST GROUP. - 42 -
FIGURE 4. THE STANDARD DEVIATIONS OF ALL TRIALS AS A FUNCTION OF THEIR CORRESPONDING MEAN REACTION TIMES IN EACH GROUP. - 44 -

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