The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty veterans (mean = 63.5 years) with mild-to-moderate sensorineural hearing losses were enrolled. Seventy of the Northwestern University Auditory Test No. 6 words spoken by the VA female speaker were presented at seven signal-to-babble ratios from 24 to 0 dB (10 words/step). Although the random procedure required 69 sec longer to administer than the descending protocol, there was no significant difference between the results obtained with the two psychophysical methods. There was almost no relation between the perceived ability of the listeners to understand speech in background noise and their measured ability to understand speech in multitalker babble. Likewise, there was a tenuous relation between pure-tone thresholds and performance on the words in babble and between recognition performance in quiet and performance on the words in babble.

本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。 / This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.