|
中文部分：
王玉華(2004)。臺灣高中學生英語字彙學習策略之探討（碩士論文）。國立政治大學，臺北市。
王宏均(2006)。英語字彙深度與口語搭配詞錯誤之關聯（碩士論文）。國立高雄師範大學，高雄市。
王青、楊玉芳。(2002)。語義啟動模型以及啟動範圍。心理科學進展，10(2)，154-161。
王思穎(2009)。高中生字彙自我調控能力、英語字彙學習策略兩項因素與英語學習成就和字彙量關係研究（碩士論文）。國立臺灣師範大學，臺北。
付書偉、 水仁德 (2005)。語音對雙語者心理詞典在詞彙水平相互作用的影響。應用心理學，11(2)，166-169。
伍光謙 (1988)。語義學導論。湖南：湖南教育出版社。
何明儒(2011)。學生的字彙深度知識以及閱讀理解能力之間的相關性（碩士論文）。 私立銘傳大學，臺北市。
呂勇、沈德立、杜英春、韓宇義 (2004)。聽覺呈現條件下漢字詞語義和語音啟動的ERP研究。心理科學， 27(1)，8-12。
宋娟、呂勇(2006)。語義啟動效應的腦機制研究綜述。心理與行為研究，4(1)，75-80。
宋啟六 (2006)。臺灣大學生英語字彙學習策略使用之研究。私立立德管理學院（碩士論文），臺南市。
李素貞（2005）。 彰化縣國中學生英語科學習風格、學習策略與學業成就之關係研究。國立彰化師範大學（碩士論文），彰化縣。
李詩雯 (2012)。字彙量與構詞覺識對大學生閱讀理解的影響。國立雲林科技大學（碩士論文），雲林縣。
李嘉富、劉文健、江漢光 (1994)。腦電圖及電腦化圖譜在精神科的應用。Journal of Medical Sciences，15(1)，1-11。
周若雯 (2012)。臺灣學生英文字彙知識深度之探討（碩士論文）。 國立彰化師範大學，彰化縣。
周啟葶 (2007)。高中生英語自我效能、英語學習焦慮、英語學習策略與英語學習成就關係之研究（碩士論文）。 國立臺灣師範大學，臺北市。
林瑋倫 (2009)。海口國小學童英語字彙學習策略之研究（碩士論文）。私立玄奘大學，新竹市。
洪蘭（譯）(2002) 詞的學問(原作者：George Miller)。臺北市：遠流出版。
馬郁涵 (2012)。閱讀理解能力與字彙知識：字彙量、字彙聯想、搭配字、衍生字之探究（碩士論文）。臺北市立教育大學，臺北市。
馬廣惠、程月芳(2003)。第二語言學習策略理論模式。上海理工大學學報（社會科學版），25(4)。
馬慧 (2010)。英語專業一、二年級學生詞彙知識深度和詞彙學習策略的相關研究。 科技信息，Science &Technology information(29)。
高崇山 (1999)。 探討語義處理模式與事件處理策略對腦側化的影響（碩士論文）。 國立中正大學，嘉義縣。
張葶葶、洪蘭、李俊仁 ( 2005)。從認知神經科學觀點談雙語學習。應用心理研究，28，105-118。
張毓仁 (2014)。成人與小六學童在中文多義詞語意激發和選擇的比較（博士論文）。國立中央大學，桃園市。
曹黛玲 (2002)。高中生英語學習知覺風格偏好與學習策略的使用（碩士論文）。國立臺灣師範大學，臺北市。
莊惠文 (2014)。EFL學生單字學習策略的使用、字彙量與閱讀能力之相關研究（碩士論文）。私立大葉大學，彰化縣。
許碧婷(2009)。高中生英文字彙量與閱讀表現之關聯（碩士論文）。國立臺灣師範大學，臺北市。
郭桃梅、彭聃齡 (2003)。從語義啟動效應看事件相關電位N400的實質。心理科學，26(4)。
陳紹慶 (2004)。 造成促發效果的時序接近性條件（博士論文）。國立中正大學，嘉義縣。
曾玲 (2014)。基於二語心理詞彙研究的英語動詞學習策略。當代教育理論與實踐，6(12)。
黃鈺琄 (2010)。探究臺灣大學生英文單字策略的使用和其配字能力（碩士論文）。臺北市立教育大學，臺北市。
黃瓊瑩 (2012)。臺灣高職學生英文字彙學習策略用調查（碩士論文）。國立高雄第一科技大學，高雄市。
董佳雯 (2007)。台灣綜合高中學生字彙學習策略之研究（碩士論文）。國立政治大學，臺北市。
湯琬君 (1998)。台灣客家話語用理解及其腦事件相關電位研究（碩士論文）。國立新竹教育大學，新竹市。
趙延年 (2008)。臺灣應用英語系大學生之字彙學習策略之調查與研究-以南臺科技大學生例（碩士論文）。私立南臺科技大學，臺南市。
熊祐琪 (2011)。台灣國中八年級生的英文字彙學習策略使用之研究。（碩士論文）。私立輔仁大學，新北市。
蔣佩珊 (2004)。英語為外國語學習者之字彙量與其閱讀理解能力之關聯（碩士論文）。國立高雄師範大學，高雄市。
聶菀妤 (2010)。在選擇式閱讀測驗中的字彙深度與字彙推理研究（碩士論文）。 私立東海大學，臺中市。
羅靜倫 (2005)。測驗形式與文類對聽力理解與策略使用之效應（碩士論文）。國 立臺灣師範大學，臺北市。
英文部分：
Amir Marzban, Razieh Hadipour. (2012). Depth versus breadth of vocabulary knowledge: assessing their roles in Iranian intermediate EFL students’ lexical inferencing success through reading. Social and Behavioral Sciences, 46, 5296-5300.
Becker, Curtis A. (1980). Semantic context effects in visual word recognition: An analysis of semantic strategies. Memory & Congition, 8(6), 493-512.
Beeman, M., Friedman, R. B.,Grafman, J., Perez, E., Diamond, S.,＆Lindsay, M. B. (1994). Summation priming and coarse semantic coding in the right hemisphere. Journal of Cognitive Neuroscience, 6, 26-45.
Bert, Weltens. (1987). The attrition of foreign-language skills: a literature review. Applied Linguistics, 8(1), 22-38.
Bialystok, Ellen. (1978). A theoretical model of second language learning Language Learning, 28(1), 69-83. doi: DOI: 10.1111/j.1467-1770.1978.tb00305.x
Balota, David A., Black, Sheila R., & Cheney, Marshall. (1992). Automatic and attentional priming in young and older adults: Reevaluation of the two-process model. Journal of Experimental Psychology: Human Perception and Performance, 22, 88-104.
Brown, Ann L, & Palincsar, Annemarie Sullivan. (1982). Inducing strategic learning from texts informed, self-conrol training. Topics in Learning and Learning Disabilities, 2(1), 1-17.
Cameron, Lynne. (2001). Teaching young language learners. Cambridge, Cambridge University Press.
Catalan, Rosa Maria Jimenez. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 55-68.
Chamot, Anna Uhl. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Chamot, Anna Uhl, & Kupper, Lisa. (1989). Learning strategies in foreign language instruction. Foreign Language Annuals, 22(1), 13-24.
Collins, Allan M., & Loftus, Elizabeth F. (1975). A spreading- activation theory of semantic processing Psychological Reviews, 82(6), 407-428.
Cumming, Graeme S., cumming, David H. M., & Redman, charles L. (2006). Scale Mismatches in Social-Ecological Systems: Causes, Consequences, and Solutions. Ecology and Society, 11(1), 14.
Den Heyer, K., Briand, K., & Dannenbring, G. L.(1983). Strategic factors in a lexical decision task: Evidence for automatic and attention-driven processes. Memory and Cognition, 11, 374-381.
Fischer, Barbara Bree, & Fishcer, Louis. (1979). Styles in teaching and learning Educaitonal Leadership, 1, 235-236.
Fischler, Ira. (1977). Semantic facilitation without association in a lexical decision task. Memory & Congition, 5(3), 335-339.
Fischler, Ira, & Bloom, Paul A. (1980). Rapid proceesing of the meaning of sentences. Memory and cogniton, 8(3), 216-225.
Franklin, Michael S., Dien, Joseph, Neely, James H., Huber, Elizabeth, & Waterson, Lauren D. (2007). Semantic Priming Modulates the N400, N300, and N400RP. Clinical Neurophysiology, 118, 1053-1068.
Frenck-Mestre, C., & Bueno, S. (1999). Semantic features and semantic categories: differences in rapid activation of the lexicon. Brain and Language, 68, 100-204.
Griffiths, Carol. (2003). Language learning strategy use and proficiency: the relationship between patterns of reproted language strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching /learning situation. Doctoral Dissertation, University of Auckland.
Hines, David, Czerwinski, Mary, Sawyer, Patricia K., & Dwyer, Margaret. (1986). Automatic semantic priming: Effects of category exemplar level and word association level. Journal of Experimental Psychology: Human Perception and Performance, 13(3), 370-379.
Hodgson, James M. (1991). Informational constraints on pre-lexical priming. Language and Cognitive Processes, 6(3), 169-205.
Holcomb, Phillip J. (1993). Semantic priming and stimulus degradation: Implications for the role of the N400 in language processing. Psychophysiology, 30, 47-61.
Holcomb, Phillip J., & Anderson, Jane E. (1993). Cross-modal semantic priming: A timecourse analysis using event-related brain potentials. Language and Cognitive Processes, 8(4), 379-411.
Keefe, Dennis E., & Neely, James H. (1990). Semantic priming in the pronunciation task: The role of prospective prime-generated expectancies. Memory & Congition, 18(3), 289-298.
Kunasaraphan, Kanokrat. (2015). English learning strategy and proficiency level of the first year students. Social and Behavioral Sciences, 197, 1858-1853.
Kutas, Marta, & Federmeier, Kara D. (2000). Electrophysiology reveals semantic memory use in language comprehension. Trends in Cognitive Science, 4(12), 463-470.
Kutas, Marta, & Hillyard, Steven A. (1980). event-related brain potentials to semantically inappropriate and surprisingly large words. Biologica Psychology, 11, 99-116.
Kutas, Marta, & Hillyard, Steven A. (1984). Brain potentials during reading reflect word expectancy and semantic association. Nation, 307, 161-163.
Meyer, David E., & Schvaneveldt, Roger W. (1971). Facilitation in recognizing pairs of words: evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90(2), 227-234.
Meyer, David E., & Schvaneveldt, Roger W. (1975). “Loci of contextual effects on visual word recogniton”, in Rabbitt, P.; Dornic, S., Attention and performance, London: Academic Press, pp.98-118.
Moss, Helen E., Ostrin, Ruth K., Tyler, Lorraine K., & Marslen-Wilson, Willliam D. (1995). Accessing different types of lexical semantic information:Evidence from priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 863-883.
Nacera, Anber. (2010). Languages learning strategies and the vobabulary size. Social and Behavioral Sciences, 2, 4021-4025.
Namwong, Ong-art. (2012). The study of the undergraduates' English learning strategies. Social and Behavioral Sciences, 69, 1757-1765.
Nassaji, Hossein. (2003). L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationship with Success in L2 Lexical Inferencing.TESOL Quarterly,37(4),645-670.
Nassaji, Hossein. (2004). The relationship between depth of vocabulary knowledge and L2 leaners' lexical inferencing strategy use and success. The Modern Language Journal, 60(1), 388-398.
Neely, James H., Keefe.(1977) Semantic priming and retrieval from lexical memory: roles of inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology: General, 106, 226-245.
Neely, James H., Keefe, Dennis E., & Ross, Kent L. (1989). Semantic priming in the lexical decison task: Roles of prospective prime-generated expectancies and retrospective semantic matching. Journal of Experimental Psychology, 15(6), 1003-1019.
Neill, W. T. (1977). Inhibitory and facilitatory processes in selective attention. Journal of Experimental Psychology: Human Perception and Performance, 3, 444-450.
O'Malley, J. Michael, & Chamot, Anna Uhl. (1990). Learning strategies in second language acquisition.
O'Malley, J. Michael, Chamot, Anna Uhl, Stewner-Manzanares, Gloria, Russc, Rocco P., & Kupper, Lisa. (1985). Learning strategy applications with students of English as a second language. TESOL QUARTERLY, 19(3), 285-296.
Onifer, Willian, & Swinney, David A. (1981). accessing lexical ambiguities during sentence comprehension: Effects of frequency of meaning and contextual bias. Memory & Congition, 9(3), 225-236.
Perea, Manuel, & Gotor, Arcadio. (1997). Associative and semantic priming effects occur at very short stimulus-onset asynchronies in lexical decision and naming. Cognition, 62, 223-240.
Qian, David D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282-307.
Qian, David D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: an assessment perspective. Language Learning 52(3), 513-536.
Qian, David D., & Schedl, Mary. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28-52.
Ramin Rahimy & Kiana Shams.(2012). An investigation of the effectiveness of vocabulary learning strategies on iranian EFL learners’ vocabulary test socre. International Education Studies, 5(5).
Read, John. (1993). The development of a new measure of L2 vocabulary knowledge.Language Testing, 10, 355-371.
Rubin, Joan. (1975). What the "good Language Learner" can teach us. TESOL QUARTERLY, 9(1), 41-51.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.) Vocabulary:Description, acquisition, and pedagogy(pp. 199-227).
Schvaneveldt, R.W.; Meyer, D.E.(1973). “Retrieval and comparison processes in semantic memory”, in Kornblum, S., Attention and performance IV, New York Academic Press, pp.395-409.
Seidenberg, Mark S., Waters, Gloria S., & Sanders, Michael. (1983). Pre-and postlexical loci of contextual effects on word recogniton. Memory & Congition, 12(4), 315-328.
Seidenberg, Mark S., Waters, Gloria S., Sanders, Michael, & Langer, Pearl. (1984). Pre-and postlexical loci of contextual effects on word recognition. Memory & Congition, 12(4), 315-328.
Silvia Primativo, Pasquale Rinaldi, shaunna O’Brien, Despina Paizi, Lisa. Arduino, Cristina Burani.(2013). Bilingual vocabulary size and lexical reading in Italian. Acta Psychologica,144,554-562.
Simpson, Greg B., & Burgess, Curt. (1985). Activation and Selection Processes in the Recognition of Ambiguous Words. Journal of Experimental Psychology, 11(1), 28-39.
Stolz, Jennifer A., & Neely, James H. (1995). When target degradation does and does not enhance semantic context effects in word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(3), 596-611.
Swinney, David A. (1979). Lexical access during sentence comprehension (re) consideration of context effects Verbal learning and verbal behavior, 18, 645-659.
Tulving, Engde & Schacter, Daniel L.(1990). Priming and Human Memory Systems. Science,247, 301-306.
Tannenbaum, Kendra R., Torgesen, Joseph K., & Wagner, Richard K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381-398.
Yang, Nae-Dong. (1999). The relationship between EFL learners' beliefs and learning strategy use. System, 27(4), 515-536.
Zandi, S. Kaivanpanah and H. (2009). The role of depth of vocabulary knowledge in reading comprehension in EFL contexts. Journal of Applied Sciences, 9(4), 698-706.
|