摘 要 本研究旨在探討不同階段的學生其智力、識字量、推論能力、工作記憶、先備知識、閱讀理解能力、概括化等不同認知能力,影響其在說明文摘要的刪除、概括化、建構等三種不同次歷程與全文摘要的表現。研究對象分別為國小四年級學童110人與六年級學童103人。受試者分別進行瑞文氏智力測驗、中文認字測驗、推論測驗、工作記憶廣度測驗、閱讀理解成長測驗、歸納能力測驗、研究自編的先備知識測驗與摘要測驗,並以多元階層性迴歸進行分析。 研究結果發現:一、「工作記憶」可有效預測四、六年級學童的摘要「刪除」歷程;二、「概括化能力」可有效預測四、六年級學童的摘要「概括化」歷程;三、「概括化能力」可有效預測四、六年級學童的摘要「建構」歷程;四、「概括化能力」可有效預測四、六年級學童的「全文摘要」表現。最後針對研究結果加以討論,並提出對教學實務與未來研究的建議。
Abstract The purposes of this study were to investigate the effects of IQ, word recognition, inference, working memory, prior knowledge, reading comprehension and generalization on children's summary of expository texts and to examine the contribution of these factors on children's summarization abilities. One-hundred-ten fourth graders and 103 sixth graders received Raven’s intelligence test, the Chinese Word Recognition Test, a Chinese inference test, a Chinese reading span test, the Reading Comprehension Growth Test, a generalization test and two experimenter-developed tests: a prior knowledge test and a summarization test. With hierarchical regression analysis, the major findings were as follows: First, working memory accounted for unique variance of the deletion process of summarization at both grades. Second, generalization skill was the best predictor for the generalization process of summarization at both grades. Third, the generalization skill accounted for the variance of the construction process of summarization at both grades. Fourth, generalization skill was the best predictor for summarization performance at both grades. Finally, the findings were discussed for their education implications and further research.