故事結構與學習次數對智能不足兒童記憶與推理之影響

The Effects of Story Structures and Study Trials on Memory and Reasoning in Mentally Retarded Children

陳榮華(Yung-Hwa Chen)

《教育心理學報》 11期 (1978/06) Pp. 9-23

https://doi.org/10.6251/BEP.19781201.2

摘要

本研究着重於討論故事結構與學習次數等因素對智能不足兒童記憶與推理之影響。受試者是84位智能不足學童（就讀於台北市國中益智班）與200位就讀於台北市國中的普通兒童。實驗採用2×2×4混合設計（即智力水準×故事結構×學習次數）實驗結果指出：(1)大部分可教育性智能不足兒童對於已習得之知識還是有相當高的保價量；(2)較有條理的故事結構非常有益於提高智能不足兒童的學習成績；(3)若學習材料的難度適合於智能不足兒童的學習層次，則學習次數的增加確實有助於提高兒童的學習效果；反之若教材難度遠超越兒童的現有能力，則練習次數之增加還是徒勞無功；(1)在我國亟需發展一套適合於智能不足兒童的語文發展教材。

並列摘要

This study investigated the effects of story structures and study trials on memory and reasoning in mentally retarded and non-retarded children. Eighty-four retarded children from special classes and 200 non-retarded children from regular classees were used in the present experiment. Within each of these two IQ groups, the subjects were further divided according to two types of story structures into two subgroups (one subgroup read a highly structured story, and another read a poorly structured story).
Analyses of the data showed that recall and reasoning obtained from the highly structured story were superior to those obtained from the poorly structured story, irrespective of the retarded or non-retarded subjects. The use of easy materials led the retarded subjects to mprove at a faster rate than the non-retarded, although the absolute performance level of the former subjects remained lower than the latter. The pedagogical implications of the study were discussed.