國小學童逐漸累積數的知識，並學習以算表徵及解決文字題。年級與數學 成就皆影響學童表徵文字題的能力，而二、三年級是加減概念的發展期， 所以本研究以二年級的高低數學成就組及三年級的高低數學成就組的學童 為研究對象，探討這四組學童以算式表徵文字題的能力。本研究以個別施 測的方式對８０名學童進行晤談。提供學童加減文字題及與文字題配對的 算式。除了請學童判斷算式的對錯外，並請學童說明在判斷作業上所運用 的推理原則。測驗題的算式有四種型式：正確順向算式、正確標準算式、 錯誤開放算式及錯誤標準算式。文字題亦有四種題型：「改變量未加題」 增加型及減少型、「起始量未知題」增加型及減少型。研究結果顯示：三 年級學童在判斷作業上的表現優於二年級、高數學成就的學童優於低數學 成就的學童；學童在正確算式題的答對率高於錯誤算式的答對率；在「改 變量未知題」的表現優於在「起始量未知題」的表現。低數學成就組在區 辨算式為正確或錯誤算式的能力，比高數學成就組差。(以下省略)

選言主義在這個論文當中是指在知覺哲學當中的一個特定的理論。它最核心的主張是我們應該拒斥真實知覺與不真實知覺之間所分享的共同性，目的是為了防止懷疑論的攻擊。本篇論文的目的就是為了辯護這種立場的一個版本。 在我討論選言主義之前，我會在第一章先勾勒知覺哲學的議題的大概。在第二章，我會批評三種不同的表徵主義作為解釋知覺經驗的現象特質的理論。在第三章，我會討論麥克•馬丁的選言主義。由於他的立場過於極端，他的理論反對所以共同性在真實知覺與不真實知覺之間，並且蘊含在幻覺情況下，我們是無法知覺到任何的現象特質的。在最後一章，我會說明並且辯護我的立場。我的立場是宣稱知覺經驗具有表徵內容，用來說明現象特質，並且堅守選言主義的立場，解釋真實經驗與不真實經驗的現象特質不是訴諸相同的說明。我的主張看似不太融貫，因為知覺經驗的現象特質若是可以由表徵內容全部解釋，那為什麼還需要外在世界的對象呢。我會在本篇論文中說明為什麼我的主張是融貫的。 / Disjunctivism, in this thesis, refers to a specific position in philosophy of perception. The kernel of disjunctivism is that we should reject certain commonalities between veridical perception and non-veridical perception in order to preserve the relation between our perceptual experience and the world. The aim of this thesis is to defend one version of this position. Before I discuss the disjunctivism, I articulate the problem of perception in Chapter I and criticize three versions of intentionalism in Chapter II. Then, in Chapter III, I reject Mike Martin’s extreme position of disjunctivism. I defend my only theory in the last chapter that consists in the disjunctivists’ main concern that perception is in a relation to the external world (in order to resist the skeptics) and the intentionalists’ insight that the phenomenal character of experience is wholly explained by the intentionality of experience. My thesis prima facie sounds not coherent. It is because if the phenomenal character of experience can be wholly explained by the intentionality, it is not necessary to take the external objects into account. I will articulate why and how my thesis is coherent in this essay.

人際經驗是個體發展他人形象與環境評估的關鍵因素。大部分尋求長期心理治療的個案，其困擾多與過去負面的人際經驗所帶來的關係議題有關。若個體在成長過程經常遭受拒絕，會發展出「世界不能控制、別人不可預測、不可信任」的他人觀點。因此，本研究旨在探討長期心理治療歷程個案他人表徵的差異，以及心理師如何協助個案改變原有的他人表徵，並創造新的人際關係經驗。 本研究以質性研究方式進行，總共以六位長期心理治療取向為主的資深心理師作為研究對象，以一對一的方式，與每位受訪者進行一次深度訪談。訪談內容著重探討個案他人表徵的改變，以及個案過去的重要他人形象如何重現在治療關係中；並深入了解長期心理治療關係對於個案發展新的人際關係經驗之影響。本研究透過現象學方式進行訪談資料的分析，呈現長期深度心理治療對改變個案人際關係經驗之成效。本研究結果發現如下： 一、他人表徵 治療前的他人表徵是模糊、沒有彈性、單一、負面的，因而無法辨認心理師真實的形象。經過長期心理治療，個案對他人形象的詮釋逐漸清晰、具體、有彈性、且納入更多正向的觀點。 二、長期心理治療歷程 先個案會將自己慣用的人際互動帶入與心理師的治療關係中。接著個案感受到心理師溫暖、支持的回應。由於治療關係不同於過去的人際經驗，使個案重新經驗穩定、安全的人際關係，進而開始辨認並建立新的他人形象。最後個案將學到的新人際互動方式帶到其他關係中，發展更適應的人際關係。 三、心理師的角色與功能 為了建立穩固的治療同盟，心理師需維持穩定的態度、提供溫暖支持的環境、尊重個案的自主性。同時心理師也可幫助個案覺察、理解自身的狀態，建立更彈性的想法、協助個案願意信任心理師及冒險。 / Interpersonal experience is the key factor for people to develop other- representation and to evaluate the environment. Most issues of long-term psychotherapy clients’ come from past negative experiences about interpersonal relationship. If people were frequently rejected by others as they grew, it is much easier for them to develop the viewpoints of other that the world is uncontrollable, and that people are unpredictable and untrustworthy. Hence, the main purpose of this research was to explore the difference of other-representation during the long-term psychotherapy period, and how counselors help the clients to change their old other-representation, in order to create new interpersonal relationship experience. This study used semi-structured interviews to collect data from 6 counselors who primarily conducted long-term psychotherapy for clients. Each psychologist was interviewed once, one by one. All interviews lasted for about one and half hour. The contents of the interviews focused on the change of other-representation, the reappearance of clients’ important interpersonal patterns in counseling relationships, and the influences of long-term counseling relationships on clients’ developing new interpersonal relationship experience. After data collection, verbatim transcription of each interviews were analyzed in a phenomenological approach. The study aims to obtain the effectiveness of long-term psychotherapy on the change of clients’ interpersonal relationship experience. The main findings of this study were as follows: 1. Other-representation The other-representation is indistinct, inflexible, single, and negative before long-term psychotherapy begins, and clients have difficulties to recognize the real image of counselor. After long-term psychotherapy, clients are able to interpret the image of others in a more distinct, specific and flexible way, and to include some positive view points in their other-representation. 2. Long-term psychotherapy process First, clients bring their habitual interpersonal interactive mode into counseling relationships. Second, they receive kind and supportive response from the counselor. Because of counseling relationship is different from their past interpersonal experience, clients re-experience a stable and, secure interpersonal relationship and start to recognize and establish a new image of other people. Third, clients learn new interpersonal interactive skill, and develop more suitable interpersonal relationship . 3. The role and function of a counselor In order to establish stable working alliance, counselors should keep stable attitude, provide a holding environment, and respect the autonomy of clients. At the same time, counselors also help clients to comprehend their predicament, expand their cognition with elasticity, and trust counselors.

本研究主要目的在探討不同年齡幼兒解決需同時考量兩個因素的科學問題及遷移的表現，並探討不同教學介入對幼兒解決科學問題表現及遷移表現的影響。本研究共分二個研究，使用「幼兒認知作業」，分別在研究一探討128位，研究二探討286位3至6歲幼兒的表現。研究結果顯示，幼兒的蒐集訊息、分析整理訊息與解決問題表現間有因果關係。年齡愈大的幼兒在各個歷程的表現愈好。若是作業內容與幼兒生活經驗相關，4歲幼兒在行為上可以表現出同時考量兩個因素解決問題。解決不同概念的問題，幼兒有不同的表現。6歲幼兒無法表現需同時考量兩個因素問題的遷移。幼兒在解決需同時考量兩個因素問題時，行為及語言知識表徵層次有六個層次（層次0至層次5）。各種教學介入對層次1幼兒沒有影響。當幼兒處於層次3時，教學介入有影響效果，透過語言的說明可以幫助此時的幼兒提升表徵層次，但這些教學介入效果不足以讓幼兒達到層次5，也無法影響至幼兒的遷移表現上。 / The purposes of this study were to investigate young children’s ability to resolve problems with two dimensions and transfer, and the influences of instructional interventions on resolving these problems and transferring. There were 128 and 286 3 to 6-year-old young children in study 1 and study 2 respectively. Young children’s cognitive task was used. Results revealed the processes of searching information and analyzing information were related to the problem-solving. 4-year-old children could resolve the problems with two dimensions, when the problems were familiar. There was domain-specific knowledge on problem-solving. 6-year-old children could not transfer two dimensions to new and similar conditions. There were 6 levels knowledge representations of resolving problems with two dimensions in this study. The instructional intervention of explaining improved the level of children with level 3 to level 4, but not to level 5. And there were not effects of instructional interventions on transferring.

本文透過操弄雙字詞詞首的語意(sense)多寡和左右視野，試圖探討中文雙字詞的語意表徵和左右大腦對於多意詞(polysemy)的處理機制。實驗一顯示的左右腦結果和Pylkkänen等人在2006年的MEG研究相似，也就是左腦的多意詞促進效果，支持多意詞單一表徵的型態；然而，右腦卻呈現多意詞抑制的效果。這樣的現象產生兩者可能解釋：(1) 右腦還是屬於單一語意表徵，但由於右半腦處理語意的特性，導致和左腦得到不同的結果；(2)右腦的結果是來自於右腦屬於語意多重表徵(separate entries)的因素。為了要釐清這些說法，實驗二進一步的改變作業深度，讓受試者做詞類判斷作業，企圖讓受試者進行比較深層的語意處理。實驗二結果顯示，在改變作業深度之後，我們的確得到右腦語意促進效果，所以證明右腦的語意屬於單一表徵，在比較深層作業處理階段，因為左右腦處理語意的特性，使得右腦有機會呈現實驗預期的結果。另外，在動詞、名詞事後分析的結果中，我們也發現動詞、名詞的語意效果在大腦有不同的分布區位。名詞的語意效果分布在大腦中間偏後的位置；動詞則是主要分布在大腦前額一帶 總結以上發現，本研究的發現支持過去學者所提出的多意詞單一表徵的說法；第二、本研究對左右半腦處理語意特性，也符合過去的假設，也就是左腦擅長主要、細微的辨識，右腦則擅長維持次要、普遍語意。第三、本研究額外的發現是，動詞、名詞的語意效果在大腦有不同的分布，意味著不同的詞類在大腦可能有不同的表徵。 / Acknowledgements …………………………………………………………iv Tables…………….……………………………………………………………ix Figures …………………………………………………………………………x Chinese Abstract …………………………………………………………xii English Abstract ………………………………………………………xiii CHAPTER 1. INTRODUCTION ……………………………………………………..……1 1.1 What are senses? Homonymy vs. Polysemy …………………….1 1.2 English words vs. Chinese compounds ………………………….3 1.3 Hemispheric processing of semantic ambiguity ……………4 2. REVIEW OF RELATED PSYCHOLINGUISTIC RESEARCH ………………6 2.1 Neighborhood size effect in English …………………………6 2.2 Neighborhood frequency effect …………………………….……9 2.3 Event-related potentials (ERPs) vs. neighborhood size effect....11 2.3.1 Event-related potentials ………………………………….11 2.3.2 The advantages of electrophysiological techniques …12 2.3.3 Language-related ERP components ……………………….…12 2.3.4 The neighborhood size effect and. ERPs ……………..14 2.4 Neighborhood size effect in Chinese ……………………….16 2.5 Lexical ambiguity in English—homonymy vs. polysemy……… 22 2.5.1 Mixed results of ambiguity effects ………………………23 2.5.2 Polysemy—separate entries or single entry? …………25 2.5.3Some evidence for single entry hypothesis of senses…27 2.6 Lexical ambiguity in Chinese …………………….……………26 2.7 Hemispheric asymmetry in lexicon processing ……………33 3. EXPERIMENT 1 ………………………………………………………………38 3.1 Experiment 1... ..……………………………………….….....39 3.1.1 Participants …………………………………………………………39 3.1.2 Materials ……………………………………………………………39 3.1.3 Procedure ……………………………………………………………40 3.2 EEG recording parameters …………………………………………41 3.3 EEG data analysis procedure …………………………….....42 3.4 Results ……………………………………………………………………43 3.4.1 Behavioral data of sense effect ……………………………43 3.4.2 Behavioral data of lexicality effect ……………………44 3.4.3 Event-related potentials ………………………………….…45 N170 (150- 180 ms) …………………………………………………46 Frontal P200 (220-260 ms) …………………………………….……47 N400 …………………………………………………………………48 3.5 Discussion ……………………………………………………………51 4. EXPERIMENT 2 ……………………………………………………………57 4.1 Experiment 2 …………………………………………………………58 4.1.1 Participants ………………………………………………………58 4.1.2 Materials …………………………………………………………58 4.1.3 Procedure ……………………………………………………………59 4.2 Results …………………………………………………………………60 4.2.1 Behavioral data ……………………………………………………60 4.2.2 ERP data ……………………………………………………………61 N170 (150-180 ms) ………………………………………………....62 Frontal P200 (220-260 ms) …………………………………………63 N400 (350-500 ms) …………………………………………………63 4.3 Discussion …………………………………………………………………….65 Nouns and verbs ………………………………………………………67 4.4 Re-analyses …………………………………………………………69 4.4.1 Behavioral data ……………………………………………………69 4.4.2 ERP data ……………………………………………………………....71 Nouns …………………………………………………………………71 Verbs …………………………………………………………………74 4.5 Discussion 2 ………………………………………………………77 5. GENERAL DISCUSSION AND CONCLUSIONS ………………………81 5.1 Separate entries or single entry? …………………………81 5.2 Hemispheric processing of polysemy in different depth of tasks ………....82 5.3 Nouns and verbs ………………………………………………………84 5.4 Conclusions …………………………………………………………….85 References ……………………………………………….……………………86 Appendixes ………………………………………………………….…….94 / The current study used the manipulation of visual field and the number of senses of the first character in Chinese disyllabic compounds to investigate the representation of senses and the hemispheric processing of semantic polysemy. The ERP results in experiment 1 revealed crossover patterns in the LH and RH, which resembled the MEG data in Pylkkänen et al.’s study (2006). The sense facilitation in the LH was in favor of the assumption of single entry representation for senses. However, the inhibition in the RH yielded two possible interpretations: (1) the nature of hemispheric processing in dealing with semantic ambiguity; (2) the semantic activation from the separate-entry representation for senses. To clarify these possibilities, the depth of the task was changed. Experiment 2 was designed to push subjects to a deeper level of lexical processing through the word class judgment task. The results revealed the sense facilitation effect in the RH and suggested that in a deeper level, the RH had more possibility to observe the sense facilitation due to different efficiency of cerebral hemispheres in dealing with ambiguity. By chance, planned comparisons of the sense effect in different word classes suggested different distributions of the sense effects for nouns and verbs. For nouns, the sense effects were located in central-to-parietal areas while for verbs, the sense effects mainly were from the frontal area. In sum, the current study was in support of the account of single entry representation for senses, which was consistent with previous findings proposed by Beretta et al. (2005), Pylkkänen et al. (2006), and Rodd et al. (2002). Second, the research demonstrated that cerebral hemispheres played a role in semantic activation in a complementary way in which the LH was engaged in fine and focused semantic coding while the RH was more sophisticated in coarse coding and maintaining alternate meanings (e. g. Beeman & Chiarello, 1998; Burgess and Simpson, 1988). When the depth of tasks was changed, the RH advantage for the processing of semantically related senses was observed. Third, different distributions of the sense effects for nouns and verbs implied the distinct representations for different parts of speech in the brain.

本研究的主要目的有二：一為探討多媒體軟體使用者介面的螢幕標示效果 與使用者反應時間之間的關係，另一為探討多媒體軟體使用者介面的螢幕 標示效果與使用者主觀態度之間的關係。實驗中根據物件文字標示與表徵 圖文字標示兩個變數，分為實驗組與控制組，其中實驗組具備物件文字標 示與表徵圖文字標示，而控制組則不具備物件文字標示與表徵圖文字標示 。本實證研究中，對二百零三位大學商學院一、二年級生進行測試，包括 線上雛型系統軟體測試與使用者主觀評估問卷兩部份。其中線上雛型系統 軟體測試的主要收集資料為使用者反應時間，而使用者主觀評估問卷則收 集系統內記憶性問題及使用者主觀態度等資料。研究進行方法如下：．依 學生隨機安排在電腦教室內上機，由預先安裝好的軟體來決定實驗組與控 制組。．首先系統將顯示中文之遊戲說明，以及各功能鍵所代表之意義， 使用者按滑鼠鍵即可進入遊戲。．於遊戲結束後，系統以自動方式展示一 段與先前系統不同的示範，在實驗組中，系統提供的是不具圖件文字標示 ╱表徵圖文字標示的展示，而在控制組中，系統提供的是具備圖件文字標 示╱表徵圖文字標示的展示。 ．自動展示停止之後，使用者始填答問 卷。 ．進行問卷評估與線上資料收集。實證研究結果顯示，在使 用者反應時間方面，實驗組與控制組之間確實有顯著差異 (P = 0.01)， 而在使用者性別與使用者年級方面， 使用者反應時間的差異性則並不明 顯 ( P of GRADE = 0.3348, P of GENDER = 0.2975)。至於主觀評 估問卷方面，大部分受測者皆肯定螢幕上圖件文字標示與表徵圖文字標示 存在的必要性，認為確實對系統進行有幫助，其中又以對於表徵圖文字標 示表示肯定者較多。

研究目的：本研究使用共通信念模式，以瞭解第二型糖尿病患者持有的疾病表徵對自我照護行為的預測關係。過去的研究顯示，糖尿病患者的「控制」表徵能夠有效預測患者的自我照護行為和糖化血色素值；也就是，患者相信疾病能被控制的程度愈高，在自我照護行為的表現愈好，糖化血色素值愈低。但是，「結果」表徵與「情緒」表徵無法顯著一致的預測患者的自我照護行為。透過回顧與健康行為相關的理論發展與文獻，考量慢性疾病的自我調節歷程中，除了疾病表徵以外，還需要納入與自我意識有關的人格特質。為此，本研究目的有四:(1)先檢驗在台灣糖尿病患者的疾病表徵建構，是否與國外使用疾病共通信念模式的研究結果一致，有相同的因素結構。(2)檢定台灣第二型糖尿病患者，其持有的疾病表徵對自我照護行為與血糖控制的預測，是否與Harvey和Lawson(2009)的研究結果一致。(3)評估糖尿病患者的人格特質對自我照護行為與糖化血色素值的影響。(4)探索第二型糖尿病患者反芻反思特質，在疾病表徵影響自我照護行為上的調節效果。 研究方法：本研究以立意取樣的方式，邀請新竹某教學醫院門診的第二型糖尿病患者為受試。排除漏答與亂填者，共有142位符合資格的受試者；每位受試者皆需完成受試者同意書、背景資料、糖尿病自我照護量表、疾病表徵問卷與中文版反芻反思量表。根據研究目的，以階層回歸和羅吉斯回歸分析等統計方法進行假設考驗。 研究結果：(1)臺灣第二型糖尿病患者的疾病表徵結構與國外患者相似，共包含：「認同」、「病因」、「時間感急慢性」、「時間感循環性」、「結果」、「情緒」和「控制」表徵。(2)研究結果與Harvey和Lawson(2009)的研究結果一致，「控制」表徵可以顯著預測整體自我照護行為和糖化血色素值。(3)第二型糖尿病患者的反芻反思特質，無法單獨預測自我照護行為與糖化血色素值。(4) 第二型糖尿病患者的反芻反思特質會與病表徵產生交互作用，共同調節各種自我照護行為的表現。 結論：本研究資料與其他使用共通信念模式的研究資料一致，亦即控制表徵能預測自我照護行為和糖化血色素值。此外，本研究發現，不同自我照護行為會受到疾病表徵與反芻或反思特質的交互作用而影響。由於，增加自我照護行為的執行度，是目前糖尿病治療與衛教的首要目標。建議未來從事糖尿病照護的實務工作者，能提供疾病表徵與反芻反思特質的專業心理評估；以協助建立個別評估與個別介入的個別化治療方案，進而提高患者在自我照護行為的執行度、增加臨床治療的效果。 / Background and Aims. It is increasingly being used to understand and predict individuals' coping with and subsequent self-care of chronic illness is Leventhal and colleagues' the common sense model. This model postulates that it is the individual's illness representation is the proximal determinant of coping behavior. The role of personality in determining self-care behavior has been relatively ignored, possibly because of the lack of convergence in concepts and measures. Due to the lack of research in the area of interest, the present study attempt to resolve this issue. We investigated, (a) using subjects of Type-II diabetes in Taiwan, are the results of present study similar as others studies directed by common sense model to identify the factors of illness representation, (b) discussing the influences of illness representation to self-care behavior and glycemic control (HbA1c); like as Harvey and Lawson(2009)’s study, (c) assessing whether traits of normal personality are associated with variations in self-care behavior and glycemic control in patients with type 2 diabetes, (d) examining whether personality moderate the relationships between illness representations and self-care behavior. Methods. Patients were eligible if they had Type 2 diabetes, were aged 20 years or more at diagnosis. Before we collect data, a physician will invite patient to enter the study. Patient want to join this study, they be giving an informed consent and be asked to complete four questionnaires. A total 142 patients completed the demographic survey ( age, educational level, diabetes duration et al.), Diabetes Self-Care Scale, the Revised Illness Perception Questionnaire(IPQ-R), the Chinese version of Rumination- Reflection Questionnaire. Analysis were concluded using multiple regression analysis, logistic regression and so on. Results. The results revealed that: (1) as our hypothesis, the structures of the IPQ-R in type 2 diabetes in Taiwan were similar as other foreign studies directed by common sense model. (2) Control representation can induce main effect on self care behavior. Higher control representation was significantly positive associated with self care behavior, and it was significantly negative associated with HbA1c. (3) Self reflection and self rumination were inconsistently associated with self care behavior and HbA1c. (4) Personality moderated the relationships between illness representations and self-care behavior. Conclusions. This study supports the Common Sense Model (CSM) of illness representation when considering type 2 diabetes in Taiwan. Based on our results, we found personality traits may offer new insights in to variations in self-care in patients with type 2 diabetes undergoing standard management. Personality refers as self-reflection and self-rumination which moderated the relationships between illness representations and self-care behavior. Therefore, CSM could become the theoretical framework for psychological interventions in type 2 diabetes. Furthermore, according to the study result, we suggested the practitioners paying attention to the different interaction when representation and personality are together in diabetes’ each self-care behavior.

本研究旨在探討校園公共藝術符號互動表徵、校園公共藝術符號之影響的現況及其關係，並據以提出結論與建議，期能提供學校運用符號互動表徵，增進公共藝術影響的參考。本研究採取文件分析、問卷調查、觀察法、訪談法進行研究，首先蒐集相關文獻，探討校園公共藝術及符號互動的相關理論；透過文件分析我國2005、2006、2007校園公共藝術設置案計136件，歸納出校園公共藝術符號互動表徵，包含：器物符號、操作符號、構念符號等三層面。另就校園公共藝術符號之影響進行探討，包含：提升校園環境品質、呈現學校品牌形象、涵養學生美學素養、促進公共關係發展、強化溝通協調功能等五層面。再利用問卷調查學校成員與校園公共藝術符號的互動及影響現況資料，將實徵資料進行統計分析，針對研究目的與問題發展訪談提綱，針對個案研究學校進行觀察與訪談，最後綜合研究發現做成結論，並提出具體建議。 本研究之問卷對象為臺北市、臺北縣、宜蘭縣2005、2006、2007國民中、小學校園公共藝術設置學校計35所之師生，抽樣調查765位，取得有效樣本706份，調查結果以平均數、標準差、t考驗、單因子變異係數分析、回歸分析等統計方法，進行資料處理分析，獲致以下結論： 一、學校師生與校園公共藝術符號表徵的互動現況以「器物符號」最顯見，其次為「構念符號」，再其次為「操作符號」。 二、學校師生受到校園公共藝術符號的影響現況，依序為：「提升校園環境品質」、「涵養學生美學素養」、「呈現學校品牌形象」、「促進公共關係發展」、「強化溝通協調功能」。 三、學校師生與校園公共藝術符號表徵之互動在學校區域、服務年資、教育程度、現任職務上具有差異。 四、學校師生受到校園公共藝術符號之影響在學校區域、性別、服務年資、教育程度、現任職務、就讀年級上具有差異。 五、校園公共藝術符號表徵與校園公共藝術符號之影響各層面均呈現正相關。其中「操作符號」與「強化溝通協調功能」相關程度最高；其次為「操作符號」與「提升校園環境品質」；最低者為「器物符號」與「涵養學生美學素養」。 六、「操作符號」對整體校園公共藝術符號之影響的預測力最佳。 七、個案學校師生普遍認同校園公共藝術符號互動各層面之表徵。 八、個案學校師生對於校園公共藝術符號之影響，因符號互動表徵不同而有差異。 根據結論，提出以下建議，供作學校未來設置公共藝術，能有效運用符號互動表徵，來強化公共藝術的影響之參考。 壹、對學校之建議： 一、運用符號互動表徵，強化公共藝術影響 二、善用公共藝術經費，涵養學生美學素養 三、落實公共藝術教育，提升校園環境品質 四、活用操作符號表徵，增進溝通協調功能 五、行銷校園公共藝術，建立學校公共關係 六、設計校園建築符號，營造學校品牌形象 貳、對教師之建議： 一、參與校園公共藝術，增進專業對話溝通 二、發展公共藝術課程，陶冶師生藝術生活 三、經驗傳承研習進修，兼任行政專業成長 / This study explored the status and relations between the characterization of campus public art symbolic interaction and the influence of campus public art symbol, and then to propose conclusions and recommendations provided for school to apply the characterization of symbolic interaction and refer to strengthen the influence of the public art. The researcher adopted document analysis, questionnaires, observation, and interview research in the study. The research was begun to collect the related documents and then probe related theories of the campus public art and the symbolic interaction. Through document analysis of 136 campus public art cases, from 2005 to 2007, inducted three levels of the characterization of campus public art symbolic interaction, including: objects symbols, operation symbols, and construct symbols. On the other hand, to explore the influence of the campus public art, including: enhancing the quality of campus environment, conserving students’ aesthetic literacy ", showing the school brand image, promoting the development of public relations, and strengthening the function of communication and coordination of the five dimensions. Further, to survey the interaction and status of the members of the school and the campus public art signs by questionnaires, the researcher proceeded with the statistical analysis of the empirical data to develop the interview outline related to the study purposes , interview and observe the case study schools .According to the comprehensive findings , the study showed the specific recommendations . From 2005 to 2007, there are 35 schools that are from the national primary and secondary schools of public art in Taipei City, Taipei County, Ilan County in this study questionnaire. There are 765 subjects who were surveyed altogether and 706 valid samples were acquired. The statistical methods of the research include mean, standard deviation, t test, one-way anova , regression analysis and other statistical methods, data processing and analysis. The summary of the research findings are as followings: 1. The symbolic objects is the "most obvious" ，followed by "construct symbols “, and then followed by "operational symbols" in the interactive status of the symbolic representation between the teachers and students and the campus public art. 2. Teachers and students in school by campus public art symbols were to: " enhance the quality of campus environment," "conserve students’ aesthetic literacy ", "show the school brand image", "promote the development of public relations", "strengthen the function of communication and coordination" 3. Between the teachers and students and the campus public art are the differences in the school district, years of service, education, and current position. 4. Teachers and students in school are affected by campus public art symbols with the differences in the school district, gender, years of service, education, current position, and school grade. 5. The symbolic representation of public art on campus and the campus public art signs at all levels showed a positive correlation. The “operation symbols” and to "strengthen communication and coordination functions," were the highest relevance; followed by “operation symbols” and "improving the quality of campus environment"; the lowest relevance for the "symbolic objects" and "conserving students’ aesthetic literacy." 6. "Operation symbols" on the public art of the overall campus can predict the best. 7. Teachers and students in case school generally agree that the public art at all levels of symbolic interaction representation. 8. Teachers and students in case school differ from the influence of the campus public art symbol. Based on the research finding, the following recommendations are made for school and teacher: Recommendations on school: 1. To use the characterization of the symbolic interaction, and strengthen the influence of the public art. 2. To make use of thee funds for public arts and conserve students’ aesthetic literacy. 3. To implement the public arts education, and improve the quality of the campus environment. 4. To utilize operation symbolic representation, and enhance the function of communication and coordination. 5. To market campus public art, and establish the school public relations. 6. To design the campus building signs, and create the school brand image. Suggestions for teachers: 1. To participate campus public art , and enhance communication and professional dialogue. 2. To develop public art programs, and refine teachers and students’ artistic life. 3. To inherit the experience of the studies education, and promote the administrative professional development.

每個人遇到曾經看過的物體時，辨識該物體速度會增加（或辨識的正確率增加），這個現象稱為促發(priming)效果（簡稱P-P促發），同樣地，閱讀某物體的名稱（亦即文字）後，隔幾分鐘後再看該物體的圖形，這樣也會產生一種促發量（簡稱W-P促發）。許多研究都指出W-P促發是一種內隱(implicit)記憶，亦即，個體不需要刻意想起曾經看過的物件，促發效果仍會產生，而且P-P促發量都高於W-P促發量。然而，一些研究卻發現W-P促發量等於P-P促發量，顯然地，內隱記憶理論無法對於這種反直覺現象提出合理的解釋。 根據Paivio的雙重收錄理論(dual coding theory)(Paivio, 1986, 1991)，辨識具體(concrete)名詞（例如，物體的名稱）會同時觸及(access)或激發兩種知識表徵，一種是涉及左腦的口語(verbal)表徵，另一種是涉及左腦與右腦的影像(image)表徵，而許多神經語言學研究皆指出，涉及處理具體名詞的神經機制不只包含左腦，同時也包含右腦，是以，閱讀具體名詞可能會觸及或激發物體的內在表徵，如果物體輪廓相當獨特或明顯，那麼閱讀此類型物體之名稱可能會觸及或激發此類物體的完整或重要表徵，致使W-P促發量等於P-P促發量現象。因此本研究試圖操弄物體輪廓診斷性來解釋W-P促發量等於P-P促發量之現象。 實驗一與實驗二分別以「圖形唸名」以及「圖形知覺辨識作業」來檢驗「物體輪廓診斷性」對促發的影響，結果顯示，「整體診斷性不高」物體（globally non-diagnostic object，簡稱GN類物體）的P-P促發量高於W-P促發量，和先前許多研究結果一致，然而，「整體診斷性高」物體（globally diagnostic object，簡稱GD類物體）的W-P促發量等於P-P促發量，顯示「物體輪廓診斷性」會影響促發的表現，同時也顯示閱讀GD類物體名稱可以觸及或激發GD類物體的整體或必要的知識表徵。 實驗三以分視野(divided visual field)呈現方式檢驗GD類物體的W-P促發之腦側化現象。本研究發現，顯著的W-P促發只出現在右腦，顯示W-P促發主要經由右腦來處理，根據Paivio的雙重收錄理論來推論，W-P促發之本質可能主要涉及以影像為基礎的(image-based)的知識表徵。 本研究同時操弄外顯記憶以檢驗外顯記憶是否污染W-P促發而導致W-P促發量等於P-P促發量，結果顯示，不管哪一種物體，P-P情境的再認記憶表現都顯著比W-P情境好，顯示GD類物體的促發表現與外顯記憶表現之間有單一分離(single dissociation)的關係，換言之，GD類物體之W-P促發並不受外顯記憶影響或污染。此外，實驗四顯示刻意的心像策略並不涉及W-P促發，顯示閱讀GD類物體名稱觸及GD類物體概念表徵是一種自動化而且相當快速的歷程。 / Implicit memory is usually assessed by showing repetition priming effects, when better performance in accuracy or response time for stimuli that have been previously encountered in comparison with performance with new stimuli. Picture-naming priming has been examined in studies that compared priming in participants who named pictures in the study phase and named those same pictures in the test phase (P-P condition) versus participants who read words that were the names of pictures in the study phase and named pictures cor-responding to those words in the test phase (W-P condition). Many studies demonstrated W-P priming is less than P-P priming in the picture-naming task and other similar object recognition tasks. However, in sharp contrast to the above studies, some studies reported equivalent magnitudes of P-P and W-P naming priming. Theories of implicit memory cannot account for the counter-intuitive phenomenon. According to Paivio’s dual-coding theory, the processing of abstract nouns (e.g., justice) relies on verbal code representations of the left cerebral hemisphere only, whereas concrete nouns (e.g., airplane) additionally access a second image-based processing system in the right cerebral hemisphere (Paivio, 1986, 1991). Paivio’s theory is supported by many researches on neurolinguistics. If the contour of an object is very distinctive or diagnostic, there should be the possible result that reading the name of the distinctive objects could access the whole or essential representation of the object. Following the idea, I manipulated global diagnosticity of object contour to examine whether P-P priming is always larger than W-P priming. I found P-P priming was equivalent to W-P priming on “globally diagnostic” (GD) objects, but the P-P priming was still larger than W-P priming on “glob-ally non-diagnostic” (GN) objects. This phenomenon appeared on both pic-ture-naming (Experiment 1) and picture perceptual-identification (Experiment 2) tasks. Experiment 3 showed that significant W-P priming appeared only when GD objects in the test phase were presented to the right cerebral hemi-sphere (in the left visual field). Based on the Paivio’s dual coding theory (Paivio, 1986, 1991) and research on neurolinguistics, the nature of W-P priming for GD objects was inferred to be image-based processing. Better explicit (conscious) memory performance (recognition memory) in P-P condition than that in W-P condition showed that equivalent priming across P-P and W-P conditions on GD objects was dissociated from the influence of conscious recognition memory. Experiment 4 showed that the intentional strategy of generating mental imagery was not necessarily involved in the W-P priming. These results suggested that reading names of globally diagnostic objects can access, automatically and unconsciously, the representation or essential features of globally diagnostic objects, and right cerebral hemisphere might be responsible for the processing.

公司是現今社會上最重要的營利主體之一，在日常生活上，一般大眾與公司經常會發生交易行為。而公司名稱，乃是表彰法人主體，俾與他公司相區別之重要標誌。雖然公司名稱就如同自然人之姓名一般，但因為公司為營利法人，其以從事商業活動為法人存續目的，故當公司在經營業務時，勢必與眾多交易相對人及消費者發生法律關係。為避免他人使用相同或近似的公司名稱而造成社會大眾混淆，進而破壞交易秩序，吾人在分析公司名稱權之性質，以及探討其保護時，便須跳脫單純「姓名權」之角度，轉而以防止他人冒濫使用而造成大眾混淆等不公平競爭的觀點來思考、防範，才能達成規範上之效果。此尤其在公司名稱已達著名程度時，如遭他人仿冒濫用其名稱，不僅侵害原公司之商譽，消費者亦將因此受到混淆，轉而與仿冒行為人進行交易。由於仿冒人之行為，已非單純侵害原公司之姓名權，還包括破壞競爭秩序和侵害公眾利益，故在此情形，如何保護公益免受混淆誤認，便成為立論上之重要課題。 有關公司名稱的規範，我國以往都是由公司法第十八條進行第一線的把關過濾，以保護既有公司名稱免受他人仿冒侵害。然而，此種通案審查之方式，不但理論上並無堅強依據，實務運作上也屢生爭議，以致審查逐漸流於形式化，而無從達其規範功能。因此，我國立法者在權衡各項因素後，乃在民國九十年公司法修正時，就公司名稱之使用登記，限縮其規範範圍僅限於同名之審查，若有涉及不正競爭情事時，則交由公平法與民法等相關規定來處理。自此，公司法對公司名稱之規範，僅有單純賦予公司名稱權之功能，而不再有防範不公平競爭之旨。 有鑑於在現制下，公平法之相關規定已成為保護公司名稱之最主要規範，所以本文在編排上，乃特別針對公平會所處理過有關公司名稱之重要案例，以【案例一】到【案例二十八】之接續方式來加以歸納、整理，以檢視公平會在實務上對公司名稱所涉及爭議問題之態度為何。此外，日本法上對於公司名稱所提供之保護規範由來已久，在實務上亦有相當多值得參考之案例，因此在比較法方面，本文將以日本法為中心，就我國法在實務運作或規範有所不足之處，能夠加以借鏡、比較，以期得到更合理之結果。而經本文從理論和學說的探討中可知，雖然公平法第二十條以及第二十四條等相關規定應可有效保護著名公司名稱，但實務之運作上卻有許多缺失之處。主要理由在於，早期公平會為避免公司法與公平法在適用上有所扞格，所以個案上若公司已取得名稱登記，公平會多半尊重該公司使用其名稱之權利。亦即，當經濟部認為系爭公司選用之名稱並無仿冒使用他人相同或類似之名稱時，公平會在過去常常也會採取尊重立場而持相同見解。但如此一來，反而使不肖業者經常利用舊公司法第十八條第二項中「二公司名稱標明不同業務種類者，其公司名稱視為不相同或不相似」之規範缺漏，而大行攀附知名公司名稱之行為，造成我國現有公司下，以「華碩」、「味全」、「長榮」、「台塑」為特取名稱之公司到處林立。公平會以往之作法，雖然可達成法規適用之調和，但此是否符合公平法之立法意旨，值得商榷。所幸，隨著公平法第二十條修正後改採「先行政後司法」之法律效果，加上公司法第十八條修正後已成為單純之行政管理法規，而不再有防止不正競爭之意旨，公平會已逐步使第二十條之適用回歸正常化，並開始以之來做為處分攀附知名公司名稱之依據。對於公平會已逐漸擺脫謹慎立場，就個案上公司名稱之使用所產生狹義混淆的情形已不再迴避第二十條之適用，值得肯定，如此也才能讓第二十四條真正回復補充規範之功能。 另外，實務上另一重大爭議問題，即為公司名稱與商標間之適用關係與衝突。其中最為常見的情形，就是將他人公司名稱註冊為商標，或使用他人商標中的文字來登記為公司名稱等。對此，本文認為由於舊商標法並未明確指出其保護法益為何，以致學說和實務所產生之爭議繁多，而作為維護競爭秩序之公平法，也經常代替商標法而成為規範此等不公平競爭行為之主要依據。惟，民國九十二年新修正之商標法，已從「防止混淆誤認」之角度來妥適調和二者關係。故而，此部份之爭議應可回歸商標法之規範，而公平法之適用餘地，將會大幅減少。 有關公司名稱侵害之救濟與責任部分，我國法院通常會在判決主文命行為人「變更公司名稱登記」，以達到排除侵害之效果。至於公平會所做之處分，都只是命行為人停止個別的不當使用公司名稱之行為，從無以職權來撤銷該冒用之公司名稱。此種作法，實難徹底除去侵害。雖有論者認為，個案上可否進一步要求被處分人不得使用其公司名稱，並非公平會所能置喙。但經本文之分析，公平會處以變更公司名稱之作法，應為公平法第四十一條所賦予公平會之權力，公平會若做出此項處分，於法有據，並無違反依法行政之精神。未來，希望公平會對於侵害著名公司名稱之情節重大者，能依公平法第四十一條所賦予之職權做出「命當事人變更公司名稱」之處分，才能達成保護公眾免受混淆誤認，以及有效制止不公平競爭之效果。