中文書寫的認知成分分析

Abstract

本研究旨在針對國小三年級學生探討影響中文書寫的中樞和周邊處理能力，包括組字規則覺識、聲韻覺識、構詞覺識、視覺區辨、語文性視動整合與非語文性視動整合。亦納入書寫障礙個案AG和DD，比較與一般控制組的能力差異。研究結果顯示，在控制年齡和托尼非語文智力後：模型一顯示當中樞（組字規則覺識、聲韻覺識和構詞覺識）和周邊（視覺區辨、語文性和非語文性視動整合）能力同時放入時，僅視動整合具顯著解釋力。模型二顯示僅放入中樞能力時，聲韻覺識具顯著解釋力。而放入了周邊能力時，僅語文性和非語文性視動整合能力可顯著解釋一般兒童的書寫表現。模型三則再加上識字作為控制變項，結果更支持了視動整合的重要性。三種模型皆顯示，語文性和非語文性視動整合速度具有相反的預測效果，前者可能反映出手寫中文字涉及整體性處理的特性，使得語文性視動整合速度愈快，書寫表現愈好；後者可能與品質策略有關，語文性視動整合速度愈慢，書寫表現愈好。在個案方面，AG和DD的中樞和周邊能力皆顯著低於一般控制組兒童。AG在組字規則覺識、視覺區辨、語文性和非語文性視動整合皆有顯著困難。DD則呈現更廣泛的能力受損，包含組字規則覺識、聲韻覺識、構詞覺識和非語文性視動整合的顯著低落。整體而言，本研究支持視動整合能力在書寫表現中的重要性。

This study investigated how central and peripheral processing abilities affect Chinese handwriting among third-grade students. The central processing skills included orthographic awareness (OA), phonological awareness (PA), and morphological awareness (MA), while the peripheral skills included visual discrimination (VD), verbal and non-verbal visual-motor integration (VMI). AG and DD were compared with a typically developing control group (TD). After controlling for age and TONI, only VMI remained a significant predictor in model 1 when central and peripheral abilities were entered simultaneously. Model 2 revealed that when central abilities were included, only PA was significantly. However, upon the inclusion of peripheral abilities, only VMI remained significant. Model 3 added word recognition as control variables further supported the critical role of VMI. Across all three models, VMI speeds showed opposite predictive patterns: faster verbal-VMI was associated with better handwriting, possibly due to the holistic nature of Chinese character processing; slower non-verbal-VMI was linked to better performance, possibly reflecting a quality-oriented strategy that emphasizes precision. At the case level, AG showed notable difficulties in OA, VD, and VMI. DD has broader impairments across OA, PA, MA, and non-verbal-VMI. Overall, VMI is crucial for Chinese handwriting.