Lexical tone plays an important role in tonal languages. Acoustically, pitch is determined by the periodicity of speech, which is measured as the fundamental frequency (F0) of acoustic signals. In each tonal language, there are a certain number of lexical tones that are described by distinctive pitch contours. Cantonese and Mandarin have four and six tones, respectively. / People with sensorineural hearing loss have difficulty in utilizing spectral information for speech recognition and rely heavily on temporal information. The temporal information of speech is divided into three parts, based on the rate of amplitude fluctuation: temporal envelope (below 50 Hz), periodicity (50-500 Hz), and fine structure (above 500 Hz). / Previous studies show that hearing-impaired people have difficulties in perceiving tones, even though they are aided with cochlear implants (CIs). In this thesis, two approaches are investigated to improve Chinese tone recognition. In the first approach, TEPCs go through a process of non-linear expansion in order to increase the modulation depth of periodicity-related amplitude fluctuation. Results of listening tests show that TEPC expansion leads to a noticeable improvement on tone identification accuracy. In the second approach, the effectiveness of enhancing temporal periodicity cues in noise is investigated. Temporal periodicity cues are simplified into a sinusoidal wave with frequency equivalent to the F0 of speech. This leads to a consistent and significant improvement on tone identification performance at different noise levels. This part of research is expected to be helpful in designing CI processing strategy for effective speech perception of tonal languages. / The goals of this thesis are to investigate what are the effective temporal cues for lexical tone perception of Chinese and how to manipulate or enhance these cues for better performance of tone perception. We adopt the research method of acoustic simulation with normal-hearing subjects. A four-channel noise-excited vocoder is used to generate test stimuli for tone identification. / We compare the contributions of temporal envelope and periodicity components (TEPCs) from different frequency regions to tone recognition in Cantonese and Mandarin. It is observed that TEPCs from high-frequency region (1-4 kHz) are more important than those from low-frequency region (< 1 kHz). In noise condition, tone recognition performance with temporal cues degrades and more spectral information is needed. / Yuan, Meng. / Adviser: Tan Lee. / Source: Dissertation Abstracts International, Volume: 71-01, Section: B, page: 0565. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 131-146). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese.

人类如何在颜色、视觉对象和听觉对象存在很大差异的情况下实现感知恒定，这是认知神经科学的一个根本问题。大脑处理差异的一个重要办法是依靠背景环境，为感知颜色、视觉对象和听觉对象提供参照。在语音感知中，在言语信号中存在话者间以及话者内差异的情况下实现语音恒定也是很关键的。根据语境归一化机制，听者可以通过语境（即目标语音周围的其他语音）适应话者的语音空间。在本论文中，我以声调为例考察了语音恒定的问题。 / 第一，在一个跨语言研究中，我发现不同语音系统的结构会影响听者听辨多个话者所发的声调。普通话听者可以不靠语境准确地听辨多个话者所发的声调，而广东话听者则被多个话者间的音高差异误导。这一不同可以归根于广东话声调系统中存在多个调型相同的平调。这一发现有助理解不同语音系统的结构对于话者差异的影响的抵抗力。 / 第二，我发现而广东话听者需要语境以估计某一话者的单调范围来帮助判断平调。带有相同基频信息的言语语境和非言语语境的作用不同。非言语语境的作用很小，而言语语境，无论是否有语义，都有作用，不过有语义的言语语境作用更大。 / 关于语境归一化的神经基础，我最早在N400 时间窗（250-500 毫秒）发现了归一化效应。这说明言语语境提供话者的音高参照以准确地分析词的语音特征，帮助词义提取。当归一化以一种自上而下的方式实施时，归一化的发生不晚于音素加工阶段（PMN，220-350 毫秒）。这些探索性的EEG 研究是最早考察语境归一化的神经基础的研究。 / 第三，我提出了一个关于语音在大脑中表征的混合模型，以整合两种对立的观点。这个模型中，低层表征是实际听到的不同话者所说的语音的例子，高层表征则是反映不同话者间语音相似性的更为抽象的表征。我找到了一些初步的支持证据，比如语音辨认的准确性与话者的音高在群体分布中的典型性有显著相关。这说明高层的表征形式是由一个语言社区中话者音高的总体分布所决定的。这一模型需要被进一步检验，比如通过语言习得研究，考察习得新语音范畴时低层和高层表征的动态发展。 / 总之，本论文对于理解语音系统的结构有帮助，并且阐明了语境归一化的机制和神经基础以及语音的多层表征形式。但是还有很多未解决的问题有待进一步考察。 / How humans achieve constancy in the perception of color, visual object and auditory object despite the tremendous variation is a fundamental question in cognitive neuroscience. An important way that the brain tackles variation is through reliance on the context, which provides a reference for the perception of an object. In speech perception, it is critical to achieve phonetic constancy above the inter- and intra-talker variation in speech signals. According to the context-dependent normalization mechanism, listeners adapt to a talker’s phonetic space via the context (i.e., neighboring sounds of a speech sound to be recognized). This contextually built phonetic space serves as a reference for compensating for talker variation. In this thesis, I have examined the question of phonetic constancy using lexical tones as a case study. / Firstly, in a cross-linguistic study, I found that the structure of phonological inventories influences categorization of multi-talker tone stimuli. Mandarin listeners correctly categorized multi-talker stimuli without contexts, whereas Cantonese listeners were misguided by acoustic variation between talkers, a difference attributable to the existence of multiple level tones with a similar F0 contour in Cantonese. This finding has implications for understanding the structure of phonological inventories in terms of resistance to talker variability. / Secondly, I found that Cantonese listeners could resolve the ambiguity of level tones by adapting to talker-specific pitch references via a context. Speech and nonspeech contexts contribute unequally to talker adaptation. Nonspeech contexts have a minimal effect, whereas speech contexts, no matter meaningful or not, facilitate adaptation, but congruent semantic content further enlarges the facilitatory effect. / As for the neural locus of context-dependent normalization, I found normalization effects in the N400 time-window (250-500 ms). It indicates that speech contexts facilitate retrieval of semantic memory, by providing talker-specific references to accurately assess the phonetic property of a word. When implemented in a top-down manner, context-dependent normalization occurs no later than the phonemic level of processing (Phonological Mapping Negativity, 220-350 ms). These EEG studies, though exploratory, are among the first to examine the neural processes of context-dependent normalization. / Thirdly, I proposed a hybrid model of mental representations to reconcile two opposite views. In this model, at a lower level are encountered exemplars of speech sounds from different talkers, and at a higher level are abstract representations that reflect the general similarity of speech sounds across talkers. I found initial evidence for this model, such as a significant correlation between the identification accuracy and the typicality of a talker’s pitch range in the population distribution, which suggests that higher-level representations are shaped by the global distribution of talkers’ vocal characteristics in a community. This model needs to be further tested in studies on language learning to examine dynamic development of talker-specific and abstract representations for new phonological categories. / In conclusion, this thesis has implications for understanding the structure of phonological inventories in the world’s languages; it also sheds light on mechanisms and neural processes of context-dependent normalization and the hybrid nature of mental representations. Many unresolved questions remain to be examined in future studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Zhang, Caicai. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 173-194). / Abstracts also in Chinese. / Zhang, Caicai.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 190 p.; also includes graphics. Includes bibliographical references (p. 181-190). Available online via OhioLINK's ETD Center

楊建芬. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 284-304). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Yang Jianfen.

Harrison, Alissa May. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 184-194). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Intonation´ؤlexical tone transfer --- p.3 / Chapter 1.2 --- Unresolved issues of intonation-lexical tone transfer --- p.8 / Chapter 1.3 --- Objectives of this study --- p.10 / Chapter 1.4 --- Hypotheses of intonation-lexical tone transfer in L2 Mandarin --- p.12 / Chapter 1.5 --- Methodology and experimental results --- p.13 / Chapter 1.6 --- Major findings and conclusions --- p.15 / Chapter 1.7 --- Outline of the thesis --- p.16 / Chapter 2 --- "Background of Mandarin, English, and Japanese prosody" --- p.18 / Chapter 2.1 --- Prosodic phonology --- p.19 / Chapter 2.1.1 --- Defining the components of prosody --- p.19 / Chapter 2.1.2 --- Theoretical basis for intonation and lexical tone inter- action --- p.23 / Chapter 2.2 --- Mandarin prosody --- p.32 / Chapter 2.3 --- English prosody --- p.41 / Chapter 2.4 --- Japanese prosody --- p.49 / Chapter 2.5 --- Summary of prosodic similarities and differences --- p.54 / Chapter 3 --- Previous studies of intonation and lexical tone acquisition --- p.61 / Chapter 3.1 --- Second language acquisition --- p.62 / Chapter 3.1.1 --- Interlanguage --- p.62 / Chapter 3.1.2 --- Defining transfer --- p.63 / Chapter 3.1.3 --- Theories of L2 phonological acquisition --- p.66 / Chapter 3.2 --- Comparison of first and second language acquisition --- p.71 / Chapter 3.2.1 --- Lexical tone --- p.71 / Chapter 3.2.2 --- Intonation --- p.74 / Chapter 3.3 --- L1 intonation transfer in Mandarin L2 lexical tone acquisition --- p.77 / Chapter 3.3.1 --- Initial hypotheses of intonation-lexical tone transfer --- p.77 / Chapter 3.3.2 --- Experimental studies claiming intonation-lexical tone transfer --- p.85 / Chapter 3.3.3 --- Unaddressed issues of previous studies --- p.91 / Chapter 4 --- Methodology of production and perception experiments --- p.94 / Chapter 4.1 --- Hypotheses --- p.94 / Chapter 4.2 --- Design --- p.97 / Chapter 4.3 --- Subjects --- p.101 / Chapter 4.4 --- Procedures --- p.102 / Chapter 4.5 --- Data transcription and statistical analysis --- p.105 / Chapter 5 --- Results of production and perception experiments --- p.108 / Chapter 5.1 --- Production experiment results --- p.108 / Chapter 5.1.1 --- Effect of lexical tone category on pitch production --- p.109 / Chapter 5.1.2 --- Effect of sentence type on pitch production --- p.119 / Chapter 5.1.3 --- Summary of tone production results --- p.126 / Chapter 5.2 --- Perception experiment results --- p.128 / Chapter 5.2.1 --- Effect of lexical tone category on lexical tone identifi- cation --- p.128 / Chapter 5.2.2 --- Effect of sentence type on lexical tone identification --- p.136 / Chapter 5.2.3 --- Summary of tone perception results --- p.143 / Chapter 6 --- Discussion of experimental results and intonation-lexical tone transfer hypothesis --- p.146 / Chapter 6.1 --- Analysis of experimental results --- p.147 / Chapter 6.1.1 --- Lack of postlexical tone transfer --- p.148 / Chapter 6.1.2 --- Postlexical tone prior to lexical tone acquisition --- p.156 / Chapter 6.1.3 --- Factors in lexical tone errors --- p.166 / Chapter 6.2 --- Limitations of methodological design --- p.170 / Chapter 6.2.1 --- Size of experimental data sample --- p.170 / Chapter 6.2.2 --- Proficiency levels and testing --- p.172 / Chapter 6.2.3 --- Method of elicitation --- p.173 / Chapter 7 --- Conclusions --- p.177 / Chapter 7.1 --- Summary --- p.177 / Chapter 7.2 --- Implications --- p.178 / Chapter 7.2.1 --- Prosodic phonology --- p.178 / Chapter 7.2.2 --- Second language acquisition --- p.180 / Chapter 7.3 --- Future Work --- p.181 / Chapter A --- Production Experiment Materials --- p.195 / Chapter A.l --- Wordlist --- p.195 / Chapter A.2 --- Sentences --- p.196 / Chapter B --- Perception Experiment Materials --- p.199 / Chapter B.l --- Wordlist --- p.199 / Chapter B.2 --- Sentences --- p.200 / Chapter C --- F0 contours of target word productions --- p.203

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 143-148). Available also in a digital version from Dissertation Abstracts.

published_or_final_version / abstract / Linguistics / Master / Master of Arts

由於普通話的語音系統與粤方言的相去甚遠，粤方言人士學習普通話語音時，來自粤方言的語音干擾對學習產生障礙，發音因而有所偏差。本研究應用多元概化理論的統計方法，分析由4位國家級普通話測試員對37名大學本科生朗讀1218個普通話帶調音節的評分數據，從而描繪香港學生朗讀普通話音節的能力面貌。 / 本研究在音節朗讀能力分析上應用概化理論，能同時估計影響分數變異的多個誤差來源，以及估計各側面的變異量及其佔總變異量的比例。通過本研究可以進一步了解來自題目、評分者的測量誤差對分數概化精確性的影響。而且，本研究採用的數據是對聲母、韻母、聲調的分項評分，把音節分解為三個變量來分析，能彌補整體性評分的不足，從而確定朗讀普通話音節時的偏誤所在。本研究對朗讀能力進行分解，首先是在音節的層面，對音節之下的子能力（聲母、韻母、聲調）進行解構分析。然後，則分別在聲母和韻母的層面探究兩者的子能力。研究發現，聲母、韻母、聲調之間的關聯程度很高，但韻母最能區分被試的朗讀能力，聲母卻最弱。各種韻母之間的協方差明顯比各種聲母之間的為大，表明各類韻母背後所隱含的共同能力相對較強。研究結果也顯示，被試能力和題目之間的交互作用是相對主要的誤差來源。 / 除了解構音節朗讀能力外，本研究還針對音節測試的實際情況進行應用研究。通過題目數量、評分者人數以及測量設計的改變，驗證不同測試條件下的概化係數等各種技術指標。結果顯示，各種改變條件的測試方案皆具相當高的測量信度，證明在實際的測試要求下，音節朗讀測試能測出被試的普通話語音能力。 / 本研究基於大量客觀數據而概括出的學習難點和規律，為普通話教與學提供客觀參照，更具針對性地教好、學好音節發音。同時，也有助本地測試機構，制定更符合粤方言者能力特質的音節題目。評分者效應的誤差則為評分者培訓提供訊息，有助提升評分的準確性，建設穩定的評分者團隊。 / As the phonological system of Putonghua is vastly different from that of Cantonese, the phonological interference from Cantonese poses critical learning obstacles to Cantonese speakers in their learning of Putonghua, which leads to various pronunciation errors. In this study, the statistical method Multivariate Generalizability Theory was used to analyze the rating data collected from 4 National Putonghua examiners' rating on the pronunciation of 1218 Putonghua syllables by 37 undergraduates at a university in Hong Kong. The purpose of this study was to examine the ability profiles and psychometric characteristics of Hong Kong students in the pronunciation of Putonghua syllables. / The application of generalizability theory on the study of the pronunciation competency of Putonghua syllables made it possible to analyze and estimate the multiple sources of errors which affected the variation of scores as well as the variance of each facet and its proportion against total variance. Through this study, it was possible to further understand the influence of measurement errors of test items and raters on the generalization of their accuracy. In the study, Putonghua syllables were divided into three variables (components: initials, finals and tones) and analytical scoring was applied in the analyses that could specify the location of errors in pronunciation, thus partly remedying the deficiency of holistic scoring. Deconstruction analysis of pronunciation competence was carried out in a 2-level hierarchy. First, the deconstruction took place at syllables in which initials, finals and tones were the sub-skills. Second, the initials and finals were also deconstructed. Research findings showed that correlations among initials, finals and tones were relatively high and that finals were the strongest in differentiating pronunciation competence while initials were the weakest. The covariances among various finals were apparently higher than those of initials. This implies that the mutual hidden competence linked to various types of finals was relatively strong. Findings also revealed that the interaction between subject’s competence and test items was the main source of errors. / In addition to the deconstruction analysis of pronunciation competence, applied research basing on the authentic situations of Putonghua tests was also conducted. Verification of technical specifications, including generalizability coefficients, was carried out under different testing conditions through changing test design and the number of test items and raters. The results showed that various testing solutions with the change in testing conditions possess high degree of measurement reliability, suggesting that syllable reading test could be used to examine pronunciation competence under authentic testing conditions. / In this study, learning difficulties and their patterns, which are derived from abundant unprejudiced data, provide objective reference to the teaching and learning of Putonghua syllable pronunciation with clear targets. These findings are also useful to local testing institutions in stipulating syllable reading tests which better suit the competence characteristics of Cantonese speakers. Furthermore, data and study results on rater errors offer reference for rater training which helps to promote the accuracy of rating, thus strengthening the quality of the rating team. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 陳志良. / "2013年7月". / "2013 nian 7 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 119-127). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Chen Zhiliang. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.2 --- 研究的目的、問題、預設與假設、內容、意義 --- p.2 / Chapter 1.2.1 --- 研究目的 --- p.2 / Chapter 1.2.2 --- 研究問題 --- p.3 / Chapter 1.2.2.1 --- 音節的理論探討 --- p.3 / Chapter 1.2.2.2 --- 應用研究探討 --- p.4 / Chapter 1.2.3 --- 研究預設與假設 --- p.5 / Chapter 1.2.4 --- 研究內容 --- p.6 / Chapter 1.2.5 --- 研究意義 --- p.7 / Chapter 第二章 --- 文獻綜述 --- p.9 / Chapter 2.1 --- 普通話在香港的地位 --- p.9 / Chapter 2.2 --- 普通話音節與漢語拼音 --- p.12 / Chapter 2.3 --- 普通話音節分析 --- p.15 / Chapter 2.4 --- 方言地區的普通話音節教學與學習 --- p.17 / Chapter 2.5 --- 普通話音節評分方法 --- p.22 / Chapter 2.6 --- 概化理論在普通話測試上的應用 --- p.27 / Chapter 第三章 --- 研究方法 --- p.33 / Chapter 3.1 --- 數據收集程序 --- p.33 / Chapter 3.1.1 --- 被試 --- p.33 / Chapter 3.1.2 --- 題目 --- p.33 / Chapter 3.1.3 --- 評分者 --- p.35 / Chapter 3.1.4 --- 評分方法 --- p.35 / Chapter 3.2 --- 能力分解研究 --- p.36 / Chapter 3.2.1 --- 子研究一：音節研究 --- p.36 / Chapter 3.2.2 --- 子研究二：聲母研究 --- p.38 / Chapter 3.2.3 --- 子研究三：韻母研究 --- p.39 / Chapter 3.3 --- 應用研究 --- p.39 / Chapter 3.3.1 --- 子研究一：組卷啟示 --- p.40 / Chapter 3.3.2 --- 子研究二：考試設計探索 --- p.40 / Chapter 3.3.2.1 --- G研究 --- p.40 / Chapter 3.3.2.2 --- D₁研究：改變題目數量 --- p.40 / Chapter 3.3.2.3 --- D₂研究：改變評分者人數 --- p.41 / Chapter 3.3.2.4 --- D₃研究：（P：R）× I嵌套設計（不同的評分者評不同的被試） --- p.41 / Chapter 3.3.2.5 --- D₄研究：（I：P）× R嵌套設計（不同的被試朗讀不同的音節） --- p.42 / Chapter 第四章 --- 能力分解研究 --- p.44 / Chapter 4.1 --- 子研究一：音節研究（三個因子模型） --- p.44 / Chapter 4.1.1 --- G研究 --- p.44 / Chapter 4.1.1.1 --- 測量目標p --- p.45 / Chapter 4.1.1.2 --- 測量側面i --- p.45 / Chapter 4.1.1.3 --- 測量側面r --- p.46 / Chapter 4.1.1.4 --- 各效應之間的比較 --- p.46 / Chapter 4.1.1.5 --- 交互效應 --- p.47 / Chapter 4.1.2 --- 默認D研究 --- p.48 / Chapter 4.1.2.1 --- 概化全域 --- p.48 / Chapter 4.1.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.48 / Chapter 4.1.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.49 / Chapter 4.1.2.4 --- 全域合成分數的研究 --- p.51 / Chapter 4.1.2.5 --- 各變量對整體測試的貢獻比例 --- p.52 / Chapter 4.1.3 --- D₁研究：改變評分者人數 --- p.52 / Chapter 4.1.3.1 --- 模式設計 --- p.52 / Chapter 4.1.3.2 --- 研究發現 --- p.53 / Chapter 4.1.4 --- 小結 --- p.54 / Chapter 4.2 --- 子研究二：聲母研究（七個因子模型） --- p.56 / Chapter 4.2.1 --- G研究 --- p.56 / Chapter 4.2.1.1 --- 測量目標p --- p.56 / Chapter 4.2.1.2 --- 測量側面i --- p.59 / Chapter 4.2.1.3 --- 測量側面r --- p.60 / Chapter 4.2.1.4 --- 各效應之間的比較 --- p.60 / Chapter 4.2.1.5 --- 交互效應 --- p.61 / Chapter 4.2.2 --- 默認D研究 --- p.62 / Chapter 4.2.2.1 --- 概化全域 --- p.62 / Chapter 4.2.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.62 / Chapter 4.2.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.62 / Chapter 4.2.3 --- D₂研究：改變評分者人數 --- p.65 / Chapter 4.2.3.1 --- 模式設計 --- p.65 / Chapter 4.2.3.2 --- 研究發現 --- p.65 / Chapter 4.2.4 --- 小結 --- p.67 / Chapter 4.3 --- 子研究三：韻母研究（四個因子模型） --- p.69 / Chapter 4.3.1 --- G研究 --- p.69 / Chapter 4.3.1.1 --- 測量目標p --- p.70 / Chapter 4.3.1.2 --- 測量側面i --- p.71 / Chapter 4.3.1.3 --- 測量側面r --- p.71 / Chapter 4.3.1.4 --- 各效應之間的比較 --- p.72 / Chapter 4.3.1.5 --- 交互效應 --- p.72 / Chapter 4.3.2 --- 默認D研究 --- p.73 / Chapter 4.3.2.1 --- 概化全域 --- p.73 / Chapter 4.3.2.2 --- 默認D研究中的方差與協方差分量的估計 --- p.73 / Chapter 4.3.2.3 --- 默認D研究中各效應在三個變量上的概化係數等指標 --- p.74 / Chapter 4.3.3 --- D₃研究：改變評分者人數 --- p.76 / Chapter 4.3.3.1 --- 模式設計 --- p.76 / Chapter 4.3.3.2 --- 研究發現 --- p.76 / Chapter 4.3.4 --- 小結 --- p.78 / Chapter 4.4 --- 綜合討論 --- p.80 / Chapter 第五章 --- 應用研究 --- p.82 / Chapter 5.1 --- 描述統計 --- p.82 / Chapter 5.1.1 --- 平均分和標準差 --- p.82 / Chapter 5.1.2 --- 被試表現分析 --- p.85 / Chapter 5.2 --- 子研究一：組卷啟示 --- p.87 / Chapter 5.2.1 --- 難度控制組卷 --- p.87 / Chapter 5.2.2 --- 組卷策略 --- p.88 / Chapter 5.2.3 --- 借助計算機程序 --- p.90 / Chapter 5.2.4 --- 組卷方式 --- p.90 / Chapter 5.2.4.1 --- 教學導向組卷 --- p.90 / Chapter 5.2.4.2 --- 測試導向組卷 --- p.91 / Chapter 5.2.4.3 --- 教學導向與測試導向結合 --- p.92 / Chapter 5.2.5 --- 小結 --- p.92 / Chapter 5.3 --- 子研究二：考試設計探索 --- p.94 / Chapter 5.3.1 --- G研究 --- p.94 / Chapter 5.3.2 --- 默認D研究 --- p.95 / Chapter 5.3.3 --- D₁研究：改變題目數量 --- p.96 / Chapter 5.3.3.1 --- 取樣模式 --- p.96 / Chapter 5.3.3.2 --- 研究發現 --- p.96 / Chapter 5.3.4 --- D₂研究：改變評分者人數 --- p.97 / Chapter 5.3.4.1 --- 取樣模式 --- p.98 / Chapter 5.3.4.2 --- 研究發現 --- p.98 / Chapter 5.3.5 --- D₃研究：（P：R）× I嵌套設計（不同的評分者評不同的被試） --- p.99 / Chapter 5.3.5.1 --- 研究設計 --- p.99 / Chapter 5.3.5.2 --- 研究發現 --- p.101 / Chapter 5.3.6 --- D₄研究：（I：P）× R嵌套設計（不同的被試朗讀不同的音節） --- p.101 / Chapter 5.3.6.1 --- 研究設計 --- p.101 / Chapter 5.3.6.2 --- 研究發現 --- p.102 / Chapter 5.3.7 --- 其他嵌套設計 --- p.103 / Chapter 5.3.8 --- 小結 --- p.105 / Chapter 第六章 --- 總結及建議 --- p.107 / Chapter 6.1 --- 結語 --- p.107 / Chapter 6.2 --- 主要結論 --- p.108 / Chapter 6.2.1 --- 音節研究 --- p.108 / Chapter 6.2.2 --- 聲母研究 --- p.109 / Chapter 6.2.3 --- 韻母研究 --- p.110 / Chapter 6.2.4 --- 評分者因素 --- p.111 / Chapter 6.2.5 --- 組卷啟示 --- p.111 / Chapter 6.2.6 --- 考試設計探索 --- p.112 / Chapter 6.3 --- 研究的不足 --- p.113 / Chapter 6.3.1 --- 被試的同質性 --- p.113 / Chapter 6.3.2 --- 題目側面的細化 --- p.114 / Chapter 6.3.3 --- 選題拼卷的聲韻覆蓋 --- p.114 / Chapter 6.4 --- 主要建議 --- p.115 / Chapter 6.4.1 --- 分項評分 --- p.115 / Chapter 6.4.2 --- 測試設計 --- p.116 / Chapter 6.4.3 --- 評分者人數與題目數量之間的關係 --- p.116 / Chapter 6.4.4 --- 音節教學和評分者培訓 --- p.117 / Chapter 6.4.5 --- 擴大研究對象 --- p.117 / Chapter 6.4.6 --- 擴大題目側面 --- p.118 / Chapter 6.4.7 --- 借助計算機程序 --- p.118 / 參考文獻 --- p.119 / Chapter 附錄 1 --- 音節與漢字對照表 --- p.128 / Chapter 附錄 2 --- 1218 個音節 --- p.136 / Chapter 附錄 3 --- 按聲母排列的音節難度表 --- p.144 / Chapter 附錄 4 --- 以聲母分類隨機選取的 100 音節試卷 --- p.156 / Chapter 附錄 5 --- 音節研究 mGENOVA程序 --- p.158