• 作者： 劉英茂
• 作者服務機構： 國立臺灣大學心理學系
• 中文摘要： 本研究在探討受試者運用字形及讀音來學習生詞的過程，如果生詞的個別「字」是為受試者所熟悉的，提供視覺上字形的線索較僅提供讀音的線索能加速生詞的學習（實驗一）。假如生詞的個別「字」均不為受試者所熟悉，則提供字形或讀音的線索對生詞學習的速度並不產生不同的影響（實驗二）。再以實驗方法控制受試者運用的線索（實驗三），得知當受試者利用字形線索時，最能加速生詞學習的速度。其實質上的原因，是由於當僅利用字形線索時，可以複誦生詞解釋的時間最長所致。若在學習生詞的讀音和解釋之前（實驗四），先學習其中之一（讀音或解釋），則讀音的學習能產生較佳遷移效果。但就學習總時問而言，一開始就學習生詞的讀音和解釋，能產生最佳學習效果。本研究的大部分結果，均能以生詞學習的二成分論加以了解。
• 英文摘要： This study investigates the process of a sub-ject's utilizing the word form and phonetic cuesin acquiring the meaning of new words. If thesubject is familiar with each character of newwords, the word form together with phonetic cuewas more effective than the phonetic cue alonein the acquistion of word meaning (Experiment1). If the subject is not familar with everycharacter of new words, the phonetic cue wasas effective as the word form in the acquistionof word meaning (Experiment 2). When thesubject's utilization of word cues was controlledby means of a rehearsal technique, the acqusi-tion of word meaning was most effective underthe condition of paying attention to the wordform and rehearsing the meaning words at thesame time (Experiment 3). In Experiment 4,the subject's task was to acquire both the me-aning and pronunciation of new words. A prioracquisition of the pronunciation was found toproduce transfer in the later acquistion of wordmeaning, while no transfer was obtained wish aprior acquistion of word meaning. However,so far as the long-term effect was concerned, asimultaneous acquistion of the meaning andpronunciation of new words was still the beststrategy.
• 中文關鍵字： --
• 英文關鍵字： --