請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/32088
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 胡志偉(Chih-Wei Hue) | |
dc.contributor.author | Fang-Zhi Tsai | en |
dc.contributor.author | 蔡方之 | zh_TW |
dc.date.accessioned | 2021-06-13T03:31:09Z | - |
dc.date.available | 2006-07-31 | |
dc.date.copyright | 2006-07-31 | |
dc.date.issued | 2006 | |
dc.date.submitted | 2006-07-27 | |
dc.identifier.citation | 中文詞知識庫小組(1993)。「中文新聞語料庫」。台北:中央研究院資訊科學研究所。
李燕、康加深(1993)。現代漢語形聲字形符研究。見陳源(主編):「現代漢語用字信息分析」,頁29-36。上海:上海教育出版社。 周有光(1978)。現代漢字聲旁的表音功能問題。「中國語文」,146,172-177。 周有光(1980)。「漢字聲旁讀音便查」。長春:吉林人民出版社。 倪海曙(1982)。「現代漢字形聲字字匯」。北京:語文出版社。 教育部(2001)。「國民小學國語課本」。台北:國立編譯館。 黃秀霜(1997)。兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究。「台南師院學報」,30,263-288。 傅淳鈴、黃秀霜(2000a)。國小兒童後設語言覺知之測量及其與認字能力之相關研究。「教育與心理研究」,23,383-414。 傅淳鈴、黃秀霜(2000b)。小學國語低成就學生後設語言覺知實驗教學成效分析。「中華心理學刊」,42,87-100。 劉英茂、蘇友瑞、及陳紹慶(2001)。「漢字聲旁的表音功能」。高雄:復文圖書出版社。 Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology, 38, 114-133. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421. Cheung, H., & Chen, H. C. (2004). Early orthographic experience modifies both phonological awareness and on-line speech processing. Language and Cognitive Processes, 19, 1-28. Defrancis, J. (1984). The Chinese language: Fact and fantasy. Honolulu, HI: University of Hawaii Press. Ehri, L. C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Bread (Eds.), Reading development and the teaching of reading (pp. 79-108). Oxford: Blackwell Publishers. Fang, S. P., Horng, R. Y., & Tzeng, O. J. L. (1986). Consistency effects in Chinese character and pseudo-character naming tasks. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology and the Chinese language (pp. 11-21). Hong Kong: University of Hong Kong. Feldman, L. B., & Siok, W. W. T. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 776-781. Fox, B., & Routh, D. K. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholinguistic Research, 4, 331-342. Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115. Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 5, 674-691. Goldstein, D. M. (1976). Cognitive-linguistic functioning and learning to read in preschool. Journal of Educational Psychology, 68, 680-688. Gough, P. B., Juel, C., & Griffith, P. L. (1992). Reading, spelling, and the orthographic cipher. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 35-48). Hillsdale, NJ: Erlbaum. Ho, C. S., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276–289. Hoosain, R. (1991). Psycholinguistic implications for linguistic relativity: A case study of Chinese. Hillsdale, NJ: Lawrence Erlbaum Associates Inc. Huang, H. S., & Hanley, J. R. (1994). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73–98. Hue, C. W. (2003). Number of characters a college student knows. Journal of Chinese Linguistics, 31, 300-339. Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: Evidence for a domain general learning mechanism. Cognition, 83, B35-B42. Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65-77. Lundberg, I., Frost, J., & Peterson, O. P. (1988). Effects on an extensive program for simulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284. Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981). A cognitive- developmental approach to reading acquisition. In T. G. Waller & G. E. MacKinnon (Eds.), Reading research: Advances in theory and practice Vol. 3 (pp. 199-221). NY: Academic Press. Mason, J. M. (1980). When do children begin to read: An exploration of four year old children’s letter and word reading competencies. Reading Research Quarterly, 15, 203-227. Rayner, K., & Pollatsek, A. (1989). The psychology of reading. NJ: Englewood Cliffs. Read, C., Zhang, Y., Nie, H., & Ding, B.(1986) The ability to manipulate speech sounds depend on knowing alphabetic writing. Cognition, 24, 31-45. Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-1928. Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: Knowledge on orthography-phonology relationships in character acquisition of Chinese children. Journal of Educational Psychology, 92, 56-62. Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74, 27-47. Spear, L. C., & Sternberg, R. J. (1987). An information-processing framework for understanding reading disability. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities, Vol. II (pp. 3-31). Hillsdale, N.J.: Erlbaum. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-470. Taft, M., & Zhu, X. (1997). Sub-morphemic process in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 761-775. Taylor, I. (2002). Phonological awareness in Chinese reading. In W. Li, J. Gaffney, & J. Packard (Eds.), Chinese children’s reading acquisition: Theoretical and pedagogical issues (pp. 39-58). Boston, MA: Kluwer Academic Publishers. Tunmer, W. E., & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In W. E. Tumner, C. Pratt, & M. L. Herriman (Eds.), Metalinguistic awareness in children: Theory, research and implications (pp. 144-168). Berlin: Springer. Tunmer, W. E., & Cole, P. G. (1985). Learning to read: A metalinguistic act. In C. S. Simon (Ed.), Communication skills, and classroom success: Therapy methodologies for language-learning disabled students (pp. 293-312). London: Taylor and Francis. Tzeng, O. J. L., Lin, Z. H., Hung, D. L., & Lee, W. L. (1995). Learning to be a conspirator: A tale of becoming a good Chinese reader. In B. de Gelder & J. Morais (Eds.), Speech and reading: A comparative approach. Hillsdale, NJ: Lawrence Erlbaum Associates Inc. Wang, M. Y. & Ching, C. L. (2005). Do Chinese readers set up priorities for different orthographic units according to the role(s) they play in recognizing the Chinese character? Paper presented at the 27th Annual Meeting of the Cognitive Science Society, Stresa, Italy. Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adult’s use of spelling-sound information in three reading tasks. Memory and Cognition, 12, 293-305. Wong, C. H., & Weber, R. M. (1986). Metalinguistic awareness, Chinese orthography, and learning to read. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese language (pp. 39-45). Hong Kong: Centre of Asian Studies. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/32088 | - |
dc.description.abstract | 過去研究的結果顯示,一個精熟中文的讀者瞭解,中文字的構字部件能提供中文字的讀音線索,而且會使用這些線索來猜測生字的讀音。Shu、Anderson及Wu(2000)將這樣的知識、能力稱為表音覺識。然而大多數的中文字是由多個部件組成,而字的本身並無直接線索顯示哪個部件是提供讀音線索的聲旁,但Shu等人或是其他從事中文閱讀研究的學者皆未說明或探討「中文讀者如何判斷哪個部件是聲旁」。因此,本研究除了將深入探討表音覺識假說外,並徵引統計分佈學習的觀點來探討中文讀者對中文字構字規則的瞭解。為了瞭解中文讀者學習中文字的經驗,在實驗一中研究者以新聞語料與國小國語課本中所使用的中文字為對象,分析這些字的「部件組成」與「部件與讀音間的關係」。分析結果顯示,在新聞語料庫中的中文字,聲旁出現在右邊的比率是出現在左邊的七倍;在國小國語課本中,聲旁出現在右邊的比率隨著年級漸漸增加,且皆比聲旁出現在左邊的比率高。本研究的實驗二則收集中文讀者對中文字與假字的猜音反應。結果顯示,當聲旁出現在文字的右邊時,參與者傾向以此部件的讀音猜測文字的讀音,且此傾向隨著年齡漸增。當刺激字的左部件為聲旁時,參與者以左部件和右部件推測讀音的比率相似。本研究的結果支持研究者的看法;亦即,在中文讀者對中文字的構字規則瞭解中,除了能反映中文字部件與讀音對應關係的分佈訊息外,也瞭解中文字的聲旁較常出現在文字的右側。 | zh_TW |
dc.description.abstract | Many researches confirmed that Chinese readers know Chinese orthography-phonology correspondences. Shu, Anderson and Wu (2000) called this kind of knowledge phonetic awareness. However, they didn’t discuss about how a Chinese reader decides which component is the phonetic. Therefore, the present study tries to investigate Chinese readers’ knowledge of how Chinese orthography represents phonology from the perspective of statistical learning. In Experiment 1, we found that the phonetic appears in the right position more than the left position in all the corpuses we used. It was also revealed that the probabilities of the phonetic in the right position increased across the different volumes of Chinese text books. In Experiment 2, we found that Chinese readers used right components to guess the pronunciations of pseudo-characters whose right components were the phonetics, and the tendency was more apparent as the age and vocabulary size of the readers increased. On the other hand, they showed no tendency to refer to the left or right component when the phonetic was in the left position. We concluded that Chinese readers know not only the Chinese OPC rules, but also know that the phonetics often appear in the right position of a character. | en |
dc.description.provenance | Made available in DSpace on 2021-06-13T03:31:09Z (GMT). No. of bitstreams: 1 ntu-95-R93227106-1.pdf: 518298 bytes, checksum: 0418aa6ea282c650c235e759ed8d3baa (MD5) Previous issue date: 2006 | en |
dc.description.tableofcontents | 緒論………………………………………………………………… 1
閱讀能力的習得 2 中文閱讀的學習 4 實驗一:中文字的特性分析………………………………………25 研究方法 25 結果與討論 26 實驗二:中文讀者的猜音反應……………………………………32 研究方法 32 結果與討論 37 綜合討論……………………………………………………………60 參考文獻……………………………………………………………62 附錄…………………………………………………………………67 附錄一:施測時間與施測對象表 67 附錄二:小學生字彙量問卷內容 (以六年級為例) 68 附錄三:小學生猜音策略問卷內容 (以六年級為例) 72 附錄四:成人猜音策略問內容 76 | |
dc.language.iso | zh-TW | |
dc.title | 表音覺識:中文讀者對中文字構形規則的知識與發展 | zh_TW |
dc.title | Phonetic Awareness: The Knowledge of a Chinese Reader Concerning How Chinese Orthography Represents Phonology | en |
dc.type | Thesis | |
dc.date.schoolyear | 94-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 汪曼穎(Meng-Yin Wang),鄭谷苑 | |
dc.subject.keyword | 閱讀能力的發展,後設語言覺識,表音覺識,統計分佈學習, | zh_TW |
dc.subject.keyword | development of reading ability,metalinguistic awareness,phonetic awareness,statistical learning, | en |
dc.relation.page | 80 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2006-07-28 | |
dc.contributor.author-college | 理學院 | zh_TW |
dc.contributor.author-dept | 心理學研究所 | zh_TW |
顯示於系所單位: | 心理學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-95-1.pdf 目前未授權公開取用 | 506.15 kB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。