本研究主要目的在探討國小兒童語意組織方式的發展情形，以及策略教學
對不同年級兒童的記憶表現和組織程度的增進效果。主要包括二部份：
分析二、四、六年級兒童在回憶量、排序類聚、回憶類聚、後設認知等幾
種依變項的發展情形，以及變項間影響的途徑。以不同的策略教學實驗
，比較不同年級和組別在回憶量、排序類聚、回憶類聚、後設認知等依變
項的增進效果。研究對象取自臺北市建安國小二、四、六年級， 各抽取
18名學生，共計 53 名 ( 因六年級有一名受試缺席 ) 。將受試隨機分派
至「分類組」、「聯想組」與「控制組」等三組，其中分類組接受分類策
略教學，聯想組接受聯想策略教學，控制組學生則未接受任何教學。全體
受試均接受前測，以前測作為發展階段分析的依據，經過一週後進行策略
教學實驗，再經過一週後進行後測。本研究工具主要有二種：十七組項目
回憶作業以及後設組織測驗， 以類聚校正係數 (ARC) 作為分析排序和回
憶時類聚程度的指標。本研究以年級和組別為自變項，以受試者在項目回
憶作業的回憶量、排序分類 ARC 值、排序聯想 ARC 值、回憶分類 ARC
值、回憶聯想 ARC 值，以及後設組織能力測驗的後設組織能力和自我知
覺等七項分數為依變項。所得資料分別以趨向分析探討各變項發展的趨向
，以徑路分析探求不同年級的變項間影響的途徑，並藉由前後測進行共變
數分析以探討不同的策略教學對不同年級的增進效果。根據研究結果獲得
結論如下： 1.在記憶發展方面，回憶量、語意組織兩者在發展的過程中
都是隨年級的增長而逐漸增加，但是後設組織則未隨發展有明顯的差異
。 2.記憶組織影響途徑方面，語意組織及後設組織等六個依變項對回憶
量的解釋量隨年級的增加而增加，顯示這些依變項隨年級增加對回憶表現
更具影響力。此外，輸入組織對輸出組織的影響自二年級便已開始；二、
四年級兒童在分類的排序行為及回憶類聚現象之間有較強的連結。六年級
的兒童則較能視材料而彈性運用兩種組織方式。 3.策略教學效果方面，
策略教學對排序分類行為的影響較大，尤其是對四年級的增進效果優於對
二年級的效果，但對其他依變項的影響較少。此外，在後設組織能力和自
我知覺兩方面，策略教學對四、六年級的增進效果優於對二年級的效果。
最後，研究者針對研究結果加以討論並提出建議，以作為未來研究之參考
。

The purposes of this study were  to investigate the
developmental changes in children's use semantic
organization in recall,  to explore the effects of using
categorical and associative stragies on organi- zational
processing. 53 children were served as sub- jects,18 each from
second, fourth and sixth grade (a subject was absent), and
they were randomly assigned to three groups, i.e.
categorical, associative, and control group. The categorical
group recieved categor- ical strategy, and the associative
group recieved as- sociative strategy, while the control group
didn't re- cieve strategy. Two instruments were used in this
study, included 17 clustering sort recall tasks and
metamemory organi- zation Test. The adjusted ratio of
clustering (ARC) score was used as a measure of recall by
sorting or clustering. The obtained data were
statistically treat- ed by trend analysis, path
analysis, and two-way ANCOVA. The findings were summerized as
follows: 1.Recall, sort-clustering ARC and recall-clustering
ARC increased with grade, but metamemory didn't. 2.The
influences of sort-clustering ARC, recall-clust- ering ARC
and metamemory to recall increased with grade. Activation
of semantic memory changed with grade, second and fourth
grade children tend to use categorical clustering, and sixth
grade children used flexibly. 3.Strategy showed no
significant effects on the improve- ment of recall and
recall-clustering. But strategy showed significant effects
on fourth and sixth grade children were better than second
grade children. Based on these results, the author had
offered some implications and recommendations about
further research in the field.
The purposes of this study were  to investigate the