國小二年級學童雙字詞聯想常模

陳修元; 翁巧涵; 劉敏; 周泰立

doi:10.6254/IPRCS.202112_(56).0002

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P83 - 120

社会科学 > 心理学

DOI： 10.6254/IPRCS

书目管理工具

相关连结

问题回报

全文下载

国小二年级学童双字词联想常模

Second-Graders' Word Association Norms of Two-Character Chinese Words

陈修元(Shiou-Yuan Chen) ；翁巧涵(Ciao-Han Wong) ；刘敏(Min Liu) ；周泰立(Tai-Li Chou)

本土心理学研究； 56 期 (2021 / 12 / 01) ， P83 - 120

繁体中文 DOI： 10.6254/IPRCS.202112_(56).0002

中文；语言发展；联想；联想常模； association ； association norms ； Chinese ； language development

0 个人觉得这篇文章赞

摘要 │ 参考文献 (42) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

This is the first longitudinal word association norms of Chinese children from first to sixth grade to our best knowledge. The norms are constructed to explore the unique linguistic characteristics of Chinese. In this study, we demonstrated the norm of 327 second graders (170 boys and 157 girls) in Taiwan answered the Chinese word association task of 150 bi-character words. The participants were recruited from three public elementary schools in Taipei with various socio-economic background. The stimulus words were selected with four steps. First, we chose the 400 highest frequency bi-character words in the corpus built from textbooks, various books and essays of first to fourth graders (Minister of Education [教育部国语推行委员会], 2002). Second, we deleted the functional words, names of persons or places, and words usually appeared in idioms to make a 253 words list. Third, we used the method of Nation and Snowling (1999), asked 7 elementary school teachers and 16 third graders to rate the familiarity of these 253 words. Fourth, we selected the 195 highest familiarity words and randomly picked 150 of them as the stimulus words. The frequency of these 150 words ranged from 3,218 to 123 per million characters. The 150 words were arranged in four different orders, printed on sheets which participants were tested in groups in two 40-minute sessions. In this study, we analyzed the responses of 327 second graders to build the free association norms of these 150 words, along with the corresponding numbers of responses, commonality and idiosyncratic index. The average number of response (by type) is 98.04, ranging from 42 to 144. The average of commonality is 0.38, ranging from 0.10 to 0.75. The average idiosyncratic index is 0.22, ranging from 0.06 to 0.38. About the association relationship between stimulus word and response word, we defined 22 non-exclusive types, including superordinate category, same-level category, subordinate category, thematic-instrument, thematic-script, thematic association, meaning-similar, meaning-opposite, causation, sentence, orthography, phonology, feature, compound word, part of, analogy, orthographical mistake, phonological mistake, adjective, adverb, verb, and other. In order to demonstrate the distribution of different association relationship types, we calculated the percentages of all types among the highest association strength pairs, the highest five association strength pairs, and the highest ten association strength pairs of the 150 stimulus words. The results showed that when adding more stimulus-response association pairs into the pool, the percentages of each type varied in different directions. For example, the percentages of thematic-script type increased from 16% (the highest) to 21% (the highest five) and 21% (the highest ten). On the other hand, the percentages of meaning-similar type decreased from 33% (the highest) to 19% (the highest five) and 16% (the highest ten). The results showed that meaning-similar association type was quite popular among the pairs with highest consensus, but the percentages were decreased when more association pairs were adding into the pool. To investigate the developmental changes of semantic network, we further compared the differences between this second-grader norm and the sixth-grade norms of 272 participants which collected longitudinally 4 years later. In this study, we randomly selected 6 nouns, 6 verbs, and 6 adjectives, to compare the percentages of functional and categorical association types between second and sixth graders. The results showed that there was a greater increase in categorical relations than functional relations, suggesting a prominent role in taxonomic relatedness within semantic network for Taiwanese children older than 10 years. Besides investigating developmental changes, we could also compare this longitudinal association norms of Taiwanese elementary school children with norms of different languages. In this study, we compared the associations of the word ＂school＂ of different languages (English, Portuguese, and Chinese) and different ages (American adults, Portuguese third graders, Taiwanese adults, and Taiwanese second and sixth graders). The results showed clear difference cross ages and languages. In sum, the association norms enhance our understanding of children's semantic knowledge and its developmental course, provide stimuli for psycholinguistic experiments, and could be used in the educational field and build up theoretical framework cross different languages.

参考文献 ( 42 ) 〈TOP〉

胡中凡,陈彦丞,卓淑玲,陈学志,张雨霖,宋曜廷(2017)。1200个中文双字词的联想常模与其被联想反应参照表。教育心理学报，49(1)，137-160。
连结：
翁巧涵,陈修元,周泰立(2014)。语意关联与类别语意关系对儿童中文语意发展影响的纵贯式研究。中华心理学刊，56，65-81。
连结：
翁巧涵,陈修元,周泰立,李姝慧(2011)。国小三年级儿童识字能力与语意关系对中文语意处理的影响。中华心理学刊，53，293-307。
连结：
罗佩文,游胜翔,黄博圣,陈学志,施依伶,林纬伦(2017)。儿童封闭式创造力潜能测量：「儿童版中文词汇远距联想测验」之编制及信、效度研究。测验学刊，64(3)，237-258。
连结：
Borghi, A. M.,Caramelli, N.(2003).Situation bounded conceptual organization in children: From action to spatial relations.Cognitive Development,18(1),49-60.

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址