師大學報 - 教育科學研究期刊 - 期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(4)十二月刊（本期專題：高等教育專業發展與教育創新：回顧與前瞻）

以作者名、篇名、關鍵字或DOI查詢

CONTRIBUTORS
NOTICE

[Guide for Submission]

稿約

[Style for Thesis Writing]

論文撰寫體例

[Review of Research Papers]

論文審查要點

[The Copyright]

著作權處理要點

[Flow of Review System]

審查制度流程

[Regulations Governing]

編審委員會設置要點

[Editorial Board]

本年度編審委員

[Advisory Board]

本年度諮詢委員

[Form Download]

相關表單下載

《教育科學研究期刊》「多元視角詮釋J. Bruner跨科際的教育科學研究之傳承」專題徵稿(截稿日至2025/06/30) 《教育科學研究期刊》「體驗與冒險教育」專題徵稿(截稿日至112/12/31) 賀《教育科學研究期刊》榮獲2019-2021年科技部臺灣人文及社會科學期刊評比收錄於第一級核心期刊!

期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(4)十二月刊（本期專題：高等教育專業發展與教育創新：回顧與前瞻）

回上一頁

「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究作者:國立臺東大學幼兒教育學系簡馨瑩

卷期：65卷第4期
日期：2020年12月
頁碼：275-304
DOI：10.6209/JORIES.202012_65(4).0009

摘要：
本研究旨在探討「記憶－抑制控制」活動融入語文教學對幼兒執行功能與口語理解能力的影響。本研究採準實驗前後測設計，以臺灣東部某公立國小附幼一班及私立幼兒園55名4.8～6歲中大班幼兒為研究對象，依參與幼兒的年齡及畢保德圖畫詞彙測驗百分等級分數，平均分配至實驗組與對照組。教學實驗前後，兩組幼兒均接受課程本位詞彙理解測驗、口語理解測驗、幼兒語文工作記憶測驗與抑制控制評量（「頭－肩膀－膝－腳趾」評量作業）等四項測驗。實驗組幼兒接受「記憶－抑制控制」活動融入重複朗讀教學，對照組幼兒則接受重複朗讀方式講述故事。實驗課程每週進行四次，每次30分鐘教學，總共實施九週共36次。研究結果顯示，實驗組的幼兒在屬於執行功能能力的工作記憶能力、抑制控制能力與語文理解的聽覺理解能力有顯著的效果，在課程本位評量的檢驗結果也達良好的教學效果。最後綜合研究結果，提出結論與討論，並對幼兒語文教學及未來研究提出建議。

關鍵詞：工作記憶、口語理解、抑制控制、執行功能、詞彙

《詳全文》

參考文獻：

李莉卉、簡馨瑩（2019）。提問式重複朗讀對幼兒在語文理解表現的效果研究。課程與教學，22（3），215-240。doi:10.6384/CIQ.201907_22(3).0009【Lee, L.-H., & Chien, H.-Y. (2019).The effects of questioning integrated into repeated reading aloud program on oral comprehension performance of preschoolers.Curriculum & Instruction Quarterly, 22(3), 215-240. doi:10.6384/CIQ.201907_22(3).0009】
邱淑惠（2012）。任務描述對幼兒目標設定管控之激發。教育科學研究期刊，57（3），1-26。doi:10.3966/2073753X2012095703001【Chiu, S. (2012). Examining effects of task descriptions as external EF for young children. Journal of Research in Education Sciences, 57(3), 1-26. doi:10.3966/2073753X2012095703001】
陳雅鈴（2015）。發展經濟弱勢幼兒執行功能課程之問題及成效。教育心理學報，47（2），261-279。doi:10.6251/BEP.20150226【Chen, Y.-L. (2015). The problem and effect of developing the executive function curriculum for economic disadvantaged children. Bulletin of Educational Psychology, 47(2), 261-279. doi:10.6251/BEP.20150226】
曾世杰（1997）。國語文低成就學生之工作記憶、聲韻處理能力與叫名速度之研究。科技部專題研究計畫成果報告（NSC86-2413-H143-005）。臺東市：國立臺東大學。【Tzeng, S.-J. (1997). A study of low reading achievers’ working memory, phonological processing abilities and naming speed. Technical Report of the National Science Council of the Executive Yuan (NSC86-2413-H143- 005). Taitung, Taiwan: National Taitung University.】
陸莉、劉鴻香（修訂）（1994）。修訂畢保德圖畫詞彙測驗（指導手冊）。臺北市：心理。【Lou, L., & Liu, H.-H. (Revs.). (1994). Revised Peabody picture vocabulary test: Mandarin Chinese version. Taipei, Taiwan: Psychological.】

» 展開更多

李莉卉、簡馨瑩（2019）。提問式重複朗讀對幼兒在語文理解表現的效果研究。課程與教學，22（3），215-240。doi:10.6384/CIQ.201907_22(3).0009【Lee, L.-H., & Chien, H.-Y. (2019).The effects of questioning integrated into repeated reading aloud program on oral comprehension performance of preschoolers.Curriculum & Instruction Quarterly, 22(3), 215-240. doi:10.6384/CIQ.201907_22(3).0009】
邱淑惠（2012）。任務描述對幼兒目標設定管控之激發。教育科學研究期刊，57（3），1-26。doi:10.3966/2073753X2012095703001【Chiu, S. (2012). Examining effects of task descriptions as external EF for young children. Journal of Research in Education Sciences, 57(3), 1-26. doi:10.3966/2073753X2012095703001】
陳雅鈴（2015）。發展經濟弱勢幼兒執行功能課程之問題及成效。教育心理學報，47（2），261-279。doi:10.6251/BEP.20150226【Chen, Y.-L. (2015). The problem and effect of developing the executive function curriculum for economic disadvantaged children. Bulletin of Educational Psychology, 47(2), 261-279. doi:10.6251/BEP.20150226】
曾世杰（1997）。國語文低成就學生之工作記憶、聲韻處理能力與叫名速度之研究。科技部專題研究計畫成果報告（NSC86-2413-H143-005）。臺東市：國立臺東大學。【Tzeng, S.-J. (1997). A study of low reading achievers’ working memory, phonological processing abilities and naming speed. Technical Report of the National Science Council of the Executive Yuan (NSC86-2413-H143- 005). Taitung, Taiwan: National Taitung University.】
陸莉、劉鴻香（修訂）（1994）。修訂畢保德圖畫詞彙測驗（指導手冊）。臺北市：心理。【Lou, L., & Liu, H.-H. (Revs.). (1994). Revised Peabody picture vocabulary test: Mandarin Chinese version. Taipei, Taiwan: Psychological.】
簡馨瑩、連啟舜（2014）。教師手勢對幼兒故事詞彙理解影響之研究。教育科學研究期刊，59（2），61-88。doi:10.6209/JORIES.2014.59(2).03【Chien, H.-Y., & Lien, C.-S. (2014). Effect of the gestures of teachers during storytelling on the vocabulary understanding of kindergarteners. Journal of Research in Education Sciences, 59(2), 61-88. doi:10.6209/JORIES.2014.59(2).03】
簡馨瑩、連啟舜、張紹盈（2017）。故事提示策略、工作記憶能力對幼兒故事理解能力的影響。教育科學研究期刊，62（4），181-207。doi:10.6209/JORIES.2017.62(4).07【Chien, H.-Y., Lien, C.-S., & Chang, S.-Y. (2017). Effects of story prompting and working memory ability on young children’s story comprehension. Journal of Research in Education Sciences, 62(4), 181-207. doi:10.6209/JORIES.2017.62(4).07】
簡馨瑩、趙子揚、王繼伶（2014）。「幼兒工作記憶測驗」之編製。測驗學刊，61（2），159-181。【Chien, H.-Y., Chao, T.-Y., & Wang, J.-L. (2014). The development of Chinese working memory test for young children. Psychological Testing,61(2), 159-181.】
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. doi:10.1038/nrn1201
Barenberg, J., Berse, T., & Dutke, S. (2011). Executive functions in learning processes: Do they benefit from physical activity? Educational Research Review, 6(3), 208-222. doi:10.1016/j.edurev.2011.04.002
Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the tools of the mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23(3), 299-313. doi:10.1016/j.ecresq.2008.03.001
Beck, I. L., & McKeown, M. G. (2007). Increasing young low – Income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251-271. doi:10.1086/511706
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nded.). New York, NY: Guilford Press.
Beck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660. doi:10.1111/j.1467-8624.2010.01499.x
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62. doi:10.1037/0022-0663.98.1.44
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., …Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817. doi:10.1111/j.1467-8624.2008.01227.x
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821-843. doi:10.1017/S0954579408000394
Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., &Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140-159. doi:10.1111/cdev.12117
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.x
Bravo, M. A., Hiebert, E. H., & Pearson, P. D. (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 140-156). New York, NY: Guildford Press.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. doi:10.1037/0022-0663.96.1.31
Carlson, S. M., Davis, A. C., & Leach, J. G. (2005). Less is more: Executive function and symbolic representation in preschool children. Psychological Science,16(8), 609-616. doi:10.1111/j.1467-9280.2005.01583.x
Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function: Working Paper No. 11. Retrieved from https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/
Chang, Y.-K., Tsai, Y.-J., Chen, T.-T., & Hung, T.-M. (2013). Erratum to: The impacts of coordinative exercise on executive function in kindergarten children: An ERP study. ExperimentalBrain Research, 225(2), 187-196. doi:10.1007/s00221-013-3591-4
Chien, H.-Y. (2020). Effects of two teaching strategies on preschoolers’ oral language skills: Repeated read-aloud with question and answer teaching embedded and repeated read-aloud with executive function activities embedded. Frontiers in Psychology, 10(2932), 1-11. doi:10.3389/fpsyg.2019.02932
Cohen, J. (1988). Statistical power analysis for the behavior sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74-88. doi:10.2307/30035543
Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42(8), 895-901.
Daneman, M., & Blennerhassett, A. (1984). How to assess the listening comprehension skills of prereaders. Journal ofEducational Psychology, 76(6), 1372-1381. doi:10.1037/0022-0663.76.6.1372
Davis, C.L., Tomporowski, P.D., McDowell, J.E., Austin, B.P., Miller, P.H., Yanasak, N.E., … Naglieri, J.A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychology, 30(1), 91-98. doi:10.1037/a0021766
Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. New York, NY: Guilford Press.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. doi:10.1146/annurev-psych-113011-143750
Diamond, A., Barnett, W. S., Thomas, J., &Munro, S. (2007).Preschool program improves cognitive control.Science, 318, 1387-1388. doi:10.1126/science.1151148
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not.Developmental Cognitive Neuroscience, 18, 34-48. doi:10.1016/j.dcn.2015.11.005
Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes.
Doebel, S., & Zelazo, P. D. (2015). A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children. Developmental Review,38, 241-268. doi:10.1016/j.dr.2015.09.001
Domitrovich, C. E., Greenberg, M.T., Kusche, C., &Cortes, R. (2005). The preschool PATHS curriculum. South Deerfield, MA: Channing Bete.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187. doi:10.2307/747863
Foy, J. G., & Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing, 26(3), 453-472. doi:10.1007/s11145-012-9376-5
Green, C.S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534-537. doi:10.1038/nature01647
Green, C.S., & Bavelier, D. (2006). Effect of action video games on the spatial distribution of visuospatial attention. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1465-1478. doi:10.1037/0096-1523.32.6.1465
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90. doi:10.1016/S0885-2006(99)00038-1
Hoffman, D. H. (1976). Ten days with inga and in the night kitchen: An episode in language development. Communication Education, 25(1), 1-15. doi:10.1080/03634527609384592
Horst, J. S., Parsons, K. L., & Bryan, N. M. (2011). Get the story straight: Contextual repetition promotes word learning from storybooks. Frontiers in Psychology,2(17). doi:10.3389/fpsyg.2011.00017
Hungerford, S., Douglas, P., & Selvarajah, L. (2012, November). Executive functions as predictors of classroom listening skills. Paper presented at the Meeting of the American Speech Language Hearing Association, Atlanta, GA.
Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202-211. doi:10.1598/RT.63.3.3
Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67(2), 490-507. doi:10.2307/1131828
Lezak, M. D. (1982). The problem of assessing executive functions. International Journal of Psychology, 17(2-3), 281-297. doi:10.1080/00207598208247445
Liu, Q., Zhu, X., Ziegler, A., & Shi, J. (2015). The effects of inhibitory control training for preschoolers on reasoning ability and neural activity. Scientific Reports, 5, 14200.doi:10.1038/srep14200
Luria, A. R. (1973). The working brain. London, UK: Penguin Books.
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300-335. doi:10.3102/0034654310377087
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology,43(4), 947-959. doi:10.1037/0012-1649.43.4.947
McCormick, S. (1983). Reading aloud to preschoolers age 3-6: A Review of the research. Reading Horizons: A Journal of Literacy and Language Arts, 24(1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol24/iss1/1
McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten.The Reading Teacher, 60(8), 742-751. doi:10.1598/RT.60.8.4
Meltzer, L., Pollica, L. S., & Barzillai, M. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 165-193). New York, NY: Guilford Press.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variables analysis. Cognitive Psychology, 41(1), 49-100. doi:10.1006/cogp.1999.0734
Moriguchi, Y., Okanda, M., & Itakura, S. (2008). Young children’s yes bias: How does it relate to verbal ability, inhibitory control, and theory of mind? First Language,28(4), 431-442.doi:10.1177/0142723708092413
Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review,18(1), 46-60. doi:10.3758/s13423-010-0034-0
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237-270. doi:10.3102/00028312024002237
Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.
Nix, R. L., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2016). The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning. Journal of Consulting and Clinical Psychology, 84(4), 310-322. doi:10.1037/a0039937
Perfetti, C. A., & Adlof, S. M. (2012). Reading comprehension: A conceptual framework from word meaning to text meaning. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.), Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences (pp. 3-20). Lanham, MD: Rowman & Littlefield Education.
Ponitz, C. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141-158. doi:10.1016/j.ecresq.2007.01.004
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619. doi:10.1037/a0015365
Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59(7), 704-706. doi:10.1598/RT.59.7.10
Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness.Social Policy Report,16(3), 1-20.doi:10.1002/j.2379-3988.2002.tb00041.x
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362-378. doi:10.1111/j.1467-8624.2010.01561.x
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138.doi:10.1017/S0305000996003005
Šimleša, S., Cepanec, M., & Ljubešić, M. (2017). The role of executive functions in language comprehension in preschool children. Psychology, 8(2), 227-245.doi:10.4236/psych.2017.82013
Stoddard, K., Valcante, G., Sindelar, P., O’Shea, L., & Algozzine, B. (1993). Increasing reading rate and comprehension: The effects of repeated readings, sentence segmentation, and intonation training. Reading Research and Instruction, 32(4), 53-65. doi:10.1080/19388079309558133
Sung, Y.-T., Chen, J.-L., Cha, J.-H., Tseng, H.-C., Chang, T.-H., & Chang, K.-E. (2015). Constructing and validating readability models: The method of integrating multilevel linguistic features with machine learning methods. Behavior Research Methods, 47(2), 340-354. doi:10.3758/s13428-014-0459-x
Takacs, Z. K., & Kassai, R. (2019). The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses. Psychological Bulletin, 145(7), 653-697.doi:10.1037/bul0000195
The National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel. Jessup, MD: Author.
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88. doi:10.1037/1528-3542.7.1.77
van de Sande, E., Segers, E., & Verhoeven, L. (2016). Supporting executive functions during children’s preliteracy learning with the computer. Journal of Computer-Assisted Learning, 32(5), 468-480. doi:10.1111/jcal.12147
van de Sande, E., Segers, E., & Verhoeven, L. (2018). The role of executive functions for dyadic literacy learning in kindergarten.Early Education and Development, 29(2), 192-206.doi:10.1080/10409289.2017.1393739
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63-74. doi:10.1037/0022-0663.98.1.63
Wass, S. V. (2015). Applying cognitive training to target executive functions during early development.Child Neuropsychology, 21(2), 150-166. doi:10.1080/09297049.2014.882888
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology,102(1), 43-53. doi:10.1037/a0016738
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. doi:10.1037/0012-1649.30.5.679
Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22(2), 274-304. doi:10.1080/10409280903585739
Wolfe, C. D., & Bell, M. A. (2004). Working memory and inhibitory control in early childhood: Contributions from physiology, temperament, and language. Developmental Psychobiology, 44(1), 68-83. doi:10.1002/dev.10152
Ye, Z., & Zhou, X. (2008). Involvement of cognitive control in sentence comprehension: Evidence from ERPs. Brain Research, 1203, 103-115. doi:10.1016/j.brainres.2008.01.090

中文APA引文格式	簡馨瑩（2020）。「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究。教育科學研究期刊，65（4），275-304。doi:10.6209/JORIES.202012_65(4).0009
APA Format	Chien, H.-Y. (2020). Effects of memory-inhibitory control activity with embedded repeated read-aloud programs on executive function and oral comprehension ability of preschoolers. Journal of Research in Education Sciences, 65(4), 275-304. doi:10.6209/JORIES.202012_65(4).0009

Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(4)】December (Special Issue: Professional Development and Educational Innovation in Higher Education: Retrospect and Prospect)

Top

Effects of Memory-Inhibitory Control Activity with Embedded Repeated Read-aloud Programs on Executive Function and Oral Comprehension Ability of Preschoolers Author: Hsin-Ying Chien (Department of Early Childhood Education, National Taitung University)

Vol.&No.：Vol. 65, No. 4
Date：December 2020
Pages：275-304
DOI：10.6209/JORIES.202012_65(4).0009

Abstract：
Executive function develops rapidly among preschoolers and is critical for early cognitive development. This study investigated the impact of teaching strategies on preschoolers’ oral language skills, specifically repeated read-aloud programs with memory-inhibitory activities embedded. This study employed a quasi-experimental pretest-posttest design. Children aged from 4 years 8 months to 6 years participated in the study (N = 55). They were recruited from preschools in Taitung County. A total of 27 children were assigned to one experimental group (executive function group), and the remaining 28 were assigned to the control group. Preservice teachers were recruited and trained to teach both groups. The intervention spanned 9 weeks. Oral language tests (curriculum-based receptive vocabulary and oral comprehension) and executive function tests (verbal working memory and inhibitory control) were administered before and after the intervention. The findings revealed that the experimental group had a significant positive impact on participants’ oral language comprehension and executive function abilities compared with the control group. The implications of the study findings are discussed, and potential topics for future research are proposed.

Keywords：working memory, oral comprehension, inhibitory control, executive function, vocabulary

本網站獲「科技部人文社會科學研究中心」補助

地址：臺北市大安區和平東路一段162號國立臺灣師範大學圖書館出版中心

電話：(02)7749-5279

CONTRIBUTORSNOTICE

期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(4)十二月刊（本期專題：高等教育專業發展與教育創新：回顧與前瞻） 回上一頁

「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究 作者:國立臺東大學幼兒教育學系簡馨瑩

Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(4)】December (Special Issue: Professional Development and Educational Innovation in Higher Education: Retrospect and Prospect) Top

Effects of Memory-Inhibitory Control Activity with Embedded Repeated Read-aloud Programs on Executive Function and Oral Comprehension Ability of Preschoolers Author: Hsin-Ying Chien (Department of Early Childhood Education, National Taitung University)

CONTRIBUTORS
NOTICE

期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(4)十二月刊（本期專題：高等教育專業發展與教育創新：回顧與前瞻）

回上一頁

「記憶－抑制控制」活動融入語文教學對幼兒在執行功能與口語理解表現的效果研究作者:國立臺東大學幼兒教育學系簡馨瑩

Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(4)】December (Special Issue: Professional Development and Educational Innovation in Higher Education: Retrospect and Prospect)

Top