聯想結構在語文學習中的作用

EFFECTS OF ASSOCIOTIVE STRUCTURE IN VERBAL LEARNING

本研究是以中國文字的語文特性，研討中國的語文學習為目的。實驗I是以我國大學生110名為對象，求出198個動詞，相互間的聯想特性。實驗II是以實驗I的結果，編兩組項目間聯想強度（IIAS）不相同的列表，以大學生30名為對象，做序列語文學習。結果指出IIAS高的列表比較容易學習，兩組的差異在統計上，亦有顯著的意義。實驗III，也是以實驗I的結果，編兩組相互次數（MF）指標不相同的列表，以大學生22名為對象，做配對學習。結果指出，MF指標高的列表比較容易學習，兩組的差異在統計上亦有顯著的意義。

Three experments were reported here. In Exp. I. 198 verbs (in chinese) were used as the stimulus words. One hundred ten students of National TAIWAN University were instructed to give meaningfully related verbs successively, for a ten sec. period per word. The data were analyzed in three ways; (1) Inter-word association. (2) Interitem association strength. (3) Mutual Frequency Index. Exp. II, investigated the influence of interitem associative strength (IIAS) in serial learning. List I consisted of 16 words with high IIAS. List II IIAS consisted of 16 words with low IIAS. Lists of high and low IIAS were compared. The pattern of results is attributed to correlated increases in response recall as a function of degree of IIAS. in Exp. III the influence of mutual Frequency (MF) Index on the paired-associate learning was investigated. List I consisted of 20 stimulus and response pairs with high MF index. List II consisted of 20 stimulus and response pairs which were low in MF Index. The results indicated that List I with high MF Index was learned faster than List II with low MF Index.