傅健雄. / 據稿本複印 / 論文(碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 85-105 / Fu Jianxiong. / 附表目次 --- p.i / 撮要 --- p.ii / Chapter 第一章 --- 前言 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究問題及目的 --- p.4 / Chapter 第二章 --- 文獻與理論 / Chapter 第一節 --- 背景知識與ˇئø讀理解的關係 / Chapter 一、 --- 背景知識與ˇئø讀理解關係的研究 --- p.8 / Chapter 二、 --- 讀者知識 --- p.11 / Chapter 三、 --- 讀者知識與篇章信息的關係 --- p.13 / Chapter 第二節 --- 智略理論 / Chapter 一、 --- 記億系統 --- p.17 / Chapter 二、 --- 智略定義 --- p.22 / Chapter 三、 --- 智略特徵 --- p.22 / Chapter 四、 --- 智略模式 --- p.24 / Chapter 五、 --- 智略的作用 --- p.34 / Chapter 第三節 --- 智略對ˇئø讀理解的解釋 / Chapter 一、 --- 理解文章的兩類型智略 --- p.37 / Chapter 二、 --- 智略對理解失誤的解釋 --- p.43 / Chapter 三、 --- 智略影響收錄與憶取的假設 --- p.44 / Chapter 第四節 --- 命題語義表徵模式 --- p.51 / Chapter 第五節 --- 衍生模式 --- p.54 / Chapter 第六節 --- 平行分佈加工模式 --- p.58 / Chapter 第三章 --- 研究方法 / Chapter 一、 --- 硏究問題 --- p.62 / Chapter 二、 --- 假設 --- p.62 / Chapter 三、 --- 設計 --- p.63 / Chapter 四、 --- 樣本 --- p.64 / Chapter 五、 --- 工具 --- p.64 / Chapter 六、 --- 材料 --- p.68 / Chapter 七、 --- 分析 --- p.68 / Chapter 八、 --- 實驗程序 --- p.69 / Chapter 第四章 --- 研究結果與討論 / Chapter 一、 --- 結果 --- p.70 / Chapter 二、 --- 討論 --- p.76 / Chapter 三、 --- 總結 --- p.83 / 【英文參考文獻】 --- p.85 / 【中文參考文獻】 --- p.105 / 【附錄】 / 附錄一ˇئø讀材料 --- p.106 / 附錄二原文句子次序 --- p.107 / 附錄三 原文句子與賊人觀點相關程度評定的結果 --- p.109 / 附錄四 原文句子與買房子人觀點相關程度評定的結果 --- p.111 / 附錄五賊人觀點有關的句子及知識結構 --- p.113 / 附錄六 買房子人觀點有關的句子及知識結構 --- p.114 / 附錄七 全文的語義單位 --- p.115 / 附錄八 句子辨認題賊人關點的有關句子 --- p.121 / 附錄九 句子辨認題賊人關點的無關句子 --- p.123 / 附錄十 句子辨認題買房子人觀點的有關句子 --- p.125 / 附錄十一句子辨認題買房子人觀點的無關句子 --- p.126 / 附錄十二賊人觀點句子辨認題 --- p.128 / 附錄十三買房子人觀點句子辨認題 --- p.130 / 附錄十四賊人觀點億述统計結果 --- p.132 / 附錄十五買房子人觀點億述统計結果 --- p.133 / 附錄十六賊人觀點重認统計結果 --- p.134 / 附錄十七買房子人觀點重認统計結果 --- p.135 / 附錄十八賊人與買房子人觀點憶述兩組比較的统計結果 --- p.136 / 附錄十九句子檢驗題的理論根據 --- p.137

No description available.

Thesis (B.A. Hons. 1972) from the Department of Psychology, University of Adelaide.

Thesis (Ph. D.)--University of Pennsylvania, 1930. / "Reprints from the Journal of applied psychology, vol. 13, no. 6, and vol. 14, no. 1." Bibliography: p. 71-73.

Thesis (M.S.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-125).

Thesis (PH.D.) -- Syracuse University, 2004. / "Publication number AAT 3136462."

Thesis--Wisconsin. / Includes bibliographical references (leaves 41-43).

This study is concerned with children who, when everything seems favorable, do not learn to read as well as expected. Numerous factors have been investigated in relation to reading retardation. They are discussed and include defects in vision, audition, speech, health, and neurological structure. Emotional, environmental, educational, and social problems, as well as electroencephalographic patterns, have also been studied. In view of the spatial relationships, and directional concepts, involved in learning written language, it was felt that spatial orientation and visuo-motor behavior might be related to reading difficulties in children. The present study was set up to investigate general orientation in space, and electroencephalographic patterns which might be related. Four hypotheses were formulated: 1. The laterality of retarded readers will not be as strongly established as that of the controls. 2. Retarded readers will show more confusion of spatial orientation than will controls. 3. The visuo-motor behavior of retarded readers will be faulty or unusual in comparison to that of the control group. 4. There will be a greater number of abnormal EEGs among the retarded readers than among the controls. It will also be able to differentiate the groups on the basis of EEG characteristics. Two groups of children, ten in each, between the ages of eight to eleven inclusive, were selected from the case files of the child Guidance Clinic, and Metropolitan Health Committee. One group was chosen on the basis of a history of reading retardation, the other group, on the absence of any such history. A number of tests were given to each subject, for the various categories into which the study was divided. A. Oral, silent, and mirror reading tests were used to establish and compare the reading ability of the groups. B. To determine lateral preference, twenty-four preference tests were given. C. To determine the status of spatial orientation U type stylus mazes were used. Subjects were blindfolded while learning them. D. To determine the status of visuo-motor behavior, the performance scale of the Wechsler Intelligence Scale for children, the Bender-Gestalt, the Draw-a-Person, mirror writing, and mirror drawing tests were used. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.