Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/6608
Title: 國小兒童注意力測驗之編製
Other Titles: The Development of an Attention Test for Elementary School Children
Authors: 林鋐宇
周台傑
Issue Date: Jul-2010
Publisher: 國立臺灣師範大學特殊教育學系
National Taiwan Normal University Department of Special Education
Abstract: 本研究旨在編製一套可以連結適當理論與訓練方案,且適用於國小兒童之注意力測驗,以便 提供教師與醫療工作者客觀地篩選注意力異常學童,並能依測驗結果執行後續的注意力訓練方案。研究者採用「注意力臨床模式」(Clinical Model of Attention)作為理論依據,依照集中性、持續性、選擇性、交替性與分配性等五種注意力因素架構,編製「國小兒童注意力測驗」,施測者得以依據測驗 結果選取相對應之注意力訓練方案,強化學童之注意力功能。研究結果顯示,五因素暨10項分測驗架構之「國小兒童注意力測驗」在所有適配指標均達良好適配, 且各種信度與效度的表現良好。應用研究則顯示,國小學生的國語及數學學科表現均顯著受到持續性與交替性注意力之影響;此外,數學學科表現受到分配性注意力 的影響亦達顯著水準。
The purpose of this study was to develop an attention test for elementary school children, one with a solid theoretical basis and a clear connection to an attention training program. Teachers and medical workers could use this assessment tool to objectively weed out children with an attention deficit problem, and also could adopt an appropriate training program according to the assessment results. The researchers adopted a "Clinical Model of Attention" as the theoretical basis for this self-made assessment tool. According to the model, this tool was constructed from five attention factors, including focused attention, sustained attention, selective attention, alternating attention, and divided attention. Those administering the test could select an appropriate training program for students suffering from the degree of attention deficit indicated by the assessment results. According to the research results, all indices of this 10-subtest model showed a good fit and good reliability and validity. It was also found that the Mandarin and math performance of elementary students were affected by both the function of sustained and alternating attention; furthermore, math performance was also affected by the function of divided attention.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/6608
Other Identifiers: DBE20467-C14F-02A3-3A94-927648CA1447
Appears in Collections:特殊教育研究學刊

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