在本研究以Fodor 模組心智觀（The Modularity of Mind）為理論分析架構作研究，探討心靈哲學之符號論，界定”下棋思維”是否適用模組理論的分析解釋，並探討Fodor 模組理論與”下棋思維”現實狀況的相容性，對Fodor 理論缺失提出批判，並設立實驗方法與題目，建立實證分析，對棋手心理研究分析提出新見解。 以往「模組理論」Fodor 所要求的條件較為嚴格，認為模組有具有:”“範疇 特殊性”、”強制性操作”、”心理表徵只有有限的中樞通路”、”快速”、”資訊封裝性”、”表層輸出”、”有固定的神經結構”、”特殊的損傷模式”、”特定的發展步驟和順序”等九個特點，在模組觀點逐漸被接受的同時，Fodor 主張的模組理論亦不斷演進和被討論，其模組化條件演變為愈來愈寬鬆，最主要的四個條件為：1、信息封閉性(Information Encapsulated)，2、不可進入性（Inaccessibility），3、範 疇特殊性(Domain Specific)，4、先天論（Innate Ideaism），一旦有超過兩個條件不符合，就不能說心智或思想構成具有模組化的特性。 本研究探討心智能力，以心理學對高低能力棋手分析為例，對照Fodor 的 能力心理學與模組心智論理論框架。研究結果顯示：一、思想構成性：Fodor 將下棋歸屬為問題解決，等同於思想認知活動，由中央系統處理此類活動，經 由本研究的記憶棋子實驗等分析，結果表明無法反對Fodor 的歸類方式，Simon等心理學家的模塊理論（Chunking Theory）雖支持知覺對下棋能力的影響，但這部分並不會對Fodor 的理論產生足夠的威脅性。二、範疇特殊性：範疇特殊（異）性的定義是：每個模組只處理與其功能相符的信息。經由本研究的象棋棋手下日本將棋對奕實驗等分析，結果表明象棋能力可移轉到日本將棋，似乎表示下棋有範疇特殊性，如此可能對Fodor 中央系統處理問題解決(含下棋)、不具範疇特殊性的觀點造成威脅，本研究中，另嘗試提出一個修正方案以解決Fodor 面對範疇特殊性問題的挑戰。

本研究旨在探討大學生的生活壓力、心理資本及憂鬱之關係。受試者為國立政治大學與國立交通大學的大學生，有效樣本為631人。本研究採問卷調查法施以生活壓力量表、心理資本量表及臺灣憂鬱症量表，使用的資料分析方法包括：t考驗、單因子變異數分析、因素分析、及結構方程式模型。本研究主要發現如下： 一、在背景變項方面： （一）不同性別大學生在「生活壓力」與「憂鬱」上有顯著差異。 （二）不同年齡大學生在「生活壓力」上有顯著差異。 （三）不同年級在各背景變項上皆無顯著差異。 （四）不同學院在各背景變項上皆無顯著差異。 二、在結構模式方面： （一）生活壓力對心理資本有直接負向效果。 （二）生活壓力對憂鬱有直接正向效果。 （三）心理資本對憂鬱有直接負向效果。 （四）生活壓力能直接影響憂鬱，也能透過心理資本間接影響憂鬱。 / The main purpose of this study was to explore the relationships among life stress, psychological capital, and depression of College students. The participants included 631 college students sampled from National Chengchi University and National Chiao Tung University. The data was collected by questionnaires, including the Stress Scale, the Psychological Capital Scale, and the Taiwan Depression Scale. Moreover, the data were analyzed by t-test, one-way ANOVA, factor analysis, and SEM. The main results were summarized as follows: About the background variables: 1.Students with different gender were significantly different in the scores of life stress and depression. 2.Students with different grade were significantly different in the scores of depression. 3.Students with different age were not significantly different in the scores of background variables. 4.Students with different faculty were not significantly different in the scores of background variables. About the structural model: 1.Life stress had negative influence on psychological capital directly. 2.Life stress had positive influence on depression directly. 3.Psychological capital had negative influence on depression directly. 4.Life stress had influence on depression directly, and it also affected depression through psychological capital.

大多數台灣英語學習者在進入大學前已經習得相當數量的英文字彙，即便如此，他們仍然會誤用常見的搭配詞 (例如: [do/make+noun])。本論文藉用兩種語料庫 (分別為台灣英語學習者語料庫及英國國家語料庫)來分析、觀察[do+noun]和[make+noun]的異同以及英語母語人士及台灣英語學習者使用[do/make+noun]狀況。結果顯示台灣英語學習者和英語母語人士最大的不同在[make+noun]：就語意層面而言，最常被英語母語人士使用的[make+noun]為 ‘to perform, to carry out’ (例如: make a speech, make a fine judge, etc.) 而台灣英語學習者偏好 ‘to create’ (例如: make a sushi, make a robot, etc.)；就名詞特性而言，母語人士偏向使用抽象的名詞 (例如: comment, progress, etc.) 而學習者習慣使用具體的名詞 (例如: robot, sushi, etc.)。除了語料庫語料分析，本論文還透過心理語言學實驗測驗 (即圖片引述實驗－受試者描述他們不熟悉的動作) 觀察母語人士和學習者使用常見的搭配詞－[do/make+noun]－的差異。台灣英語學習者使用為數不少廣義的[do+noun] (例如：do exercise 或 do sports) 而英語母語人士傾向使用帶有具體意義的動詞 (例如:sit-up) 或搭配詞 (例如: do sit-up)。幾乎沒有母語人士使用[make+noun]而大多數學習者使用的是[make+noun]－當make做為causative的用法。根據此實驗分析，本論文提出一個模型來探討英語母語人士和英語學習者對[do/make+noun]的使用異同。 / Learners of English in Taiwan are estimated to reach a certain command of vocabulary size before they enter colleges. However, they still differ from native speakers in producing the commonly-used patterns, such as [do/make+noun]. In order to observe the similarities and differences of [do+noun] and [make+noun], as well as their uses by EFL learners, this paper inspects their senses using two types of corpus data, namely a Taiwan-based learner corpus and the British National Corpus. The results show that learners differ from native speakers mainly in their use of [make+noun]. For example, the most frequent sense used by native speakers is ‘to perform, to carry out,’ as in make a speech, make a fine judge, etc., whereas that used by Taiwanese learners is ‘to create’ as in make a sushi, make a robot, etc. With respect to the characteristic of the noun following make, native speakers tend to choose abstract nouns, such as comment, progress, etc., whereas learners prefer concrete nouns, such as robot, sushi, etc. A psycholinguistic experiment is also included in order to see whether learners use language with general meanings, such as [do/make+noun], more in describing situations unfamiliar to them. Results show that [do+noun] patterns with a more general meaning (e.g., do exercise or do sports) are more often used by the learners in our experiment while native speakers prefer language with a more precise meaning (e.g., sit-up or do sit-up). Few [make+noun] constructions are found in native speakers’ language whereas learners produce numerous [make+noun] constructions, mostly the causative uses of make.

心理戰不論在軍事與非軍事領域中，都是國家戰略中極為重要的一部分，兩岸自開放大陸探親二十餘年來，交流日益密切，中共一方面積極與我經貿合作，一再強調兩岸未來應朝向協商與和平談判方式進行，另方面又以《反分裂國家法》之法律將兩岸關係縮限為內政問題，並以武力威嚇為後盾，其「軟、硬兼施」之手法，處處蘊藏中共對臺心理戰之手段。本論文針對心理戰之定義、中共對臺心理戰案例及戰法進行分析，筆者以三次臺海危機歷程為例，解析中共對我軍事行動中所施行之心理戰策略；此外，我國軍正值兵力結構調整轉型期，國防部規畫建構量少質精之作戰部隊執行國防戰略，因此，筆者試圖探討臺澎防衛作戰現況、國軍心戰專業能力構建及心理戰反制作為等課題，期能知己知彼更明瞭我方所處之境遇。

本研究旨在探討大學生Facebook涉入、社會資本與心理幸福感之間的關連性。本研究比較Facebook涉入是否比傳統的Facebook使用測量（Facebook使用時間、朋友數）對於社會資本、心理幸福感更具預測力。此外，本研究並探討社會資本是否為Facebook涉入、心理幸福感之間的中介變項。本研究以便利取樣抽取臺灣地區十七所大專院校，回收有效問卷數為1135份。本研究採用「Facebook現況調查」、「大學生Facebook涉入量表」、「心理幸福感量表」、以及「社會資本量表」為研究工具。收集的資料以迴歸分析、驗證性因素分析、結構方程式模型進行分析。統計分析結果發現，相較於Facebook使用時間與朋友數，Facebook涉入對於社會資本更具預測力。此外，Facebook涉入對心理幸福感的預測力也遠高於Facebook使用時間與朋友數。結構方程式模型的分析結果顯示，Facebook涉入對心理幸福感以及社會資本都顯著的正向效果；且社會資本的中介效果也達顯著。最後，本研究根據研究發現，對教育輔導實務以及未來研究提出建議。 / The purposes of this study were to investigate the relationships among Facebook involvement (FI), social capital (SC), and psychological well-being (PWB) of college students. This study compared the predictive capacity of FI, Facebook usage time (FUT) and number of Facebook friends (NFF) with regard to SC and PWB. Besides, we also investigated whether SC mediate between FI and PWB. We recruited 1135 university students based on convenient sampling from 17 colleges of Taiwan. Facebook usage survey, Facebook Involvement Scale, Social Capital Scale, and Psychological Well-Being Scale were used as measurements in this study. We analysed the collected data using regression analysis, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The analytical results showed that the standardized regression coefficients between FI and SC were significantly stronger than those of FUT and NFF. Likewise, the standardized regression coefficients between FI and PWB were also significantly stronger than those of FUT and NFF. These results indicated that FI predicted the psychological consequences of Facebook usage more effectively than FUT and NFF. The results of SEM revealed that FI had positive effect both on SC and PWB. Moreover, SC mediated between FI and PWB significantly. Some recommends for education/guidance practice and future research were given based on research findings.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education