-、中文部分
吳靜吉(民70) 拓葬惡語文創造思考湖鷗 Zit指導及研究手冊。臺北市，遠流出版公司。
林邦傑(民70) 因納西自我概念置費指導手冊。臺北市，正昇教育科學社。
林邦傑(民71) 團中學生塌地獨立性與具體運恩、形貨運思之間係。中華心理學刑，第24卷第二期
,
101-110頁。林清山(民的) :心理與教育說計學。臺北，東華書局。
林清山(民70) 多變項分析敵計法。臺北，東華書局。
林清山(民73) r線性結構闢係J (Ll SREL) 電腦程冀的理論與應用。測驗年刑，第三十一輯
,
149-164頁。林清山(民75) 左右腦，申H七功能的比較實驗研究與腦側化能力測驗和自陳量蜜的敷度考輯。教育心 理學報，第十九期， 37-54頁。
林清山(民76) 體知心理學對教學研究的影響。教學研究專集。臺北市，南宏圖書公司。
翁散緣、呂且會現(民71) 大腦功能分化與性別、創造力在性!IJIJ角色的關係。中華心理學判 '24卷，
2 期， 85-100頁。
張春與(民66) 心理學。畫北市，東華書局。
無特殊學習類型學生學習適應與知覺立研究 • 239 •
張景援(民77) 教學類型典學習類型適酷性研究聲學生學習適應理誼模虫的鷗誼。教育心理學報，
第二十一期， 113-172 。
郭生主(民68) 韻師生關係。中國論壇， 8 卷， 9 期， 16-20頁。
郭為藩(民61) 自我心理學。臺南市，開山書店。
二，英文部分
Anastasi, A. (1983). Psychological Testing. New York: Macmillan.
Barron, F. (1969). Creative Person and Creative Process. New York: Holt. Rinehart and Winston.
Beckman, L. (1977). The use of the block design sub-test as an identifying instrument for special children. Gilted Child Quarterly， 缸， 113-116.
Child, D. (1985). Educational Psychology: Past, Present, and Future. In Entiwistle, N. J. (Ed.) New Directions in Educational Psychology 1. Learning and Teaching. London & Philadelphia: The Falmer Press.
Dembo. M. H. (1981). Teaching lor Learning: A.ρρlying Educational Psychology in the Classroom. (2nd ed.). California: Goodyear Publishing Company.
Dunkin, M.J" & Biddle. B.J, (1974). The Study 01 Teaching. N ew York: Holt, Rinehart and Winst凹， INC.
Fischer, K.. & Lazerson, A. (1984). Human D，eveloρment. New York: Freeman.
Flanders. N. A. (1970). Ana砂zing Teaching Behavior. Menlo Park, California:
Addison-Wesley.
Gagn巷， E. D. (1985). The Cognitive Psychology 01 School Learning. Boston: Little,
Brown and Company.
Gagn巷， R.M. (1985). The Conditions 01 Learning and Theory 01 Instruction. (4th ed.). New York: Holt, Rinehart and Winston.
Garger, S. & Guild, P. (1984). Learning styles: The crucial differences.
Curriculum Review, 23(1), 9-12.
Gregorc, A. F. (1979a). Learning/teaching styles: Potent forces behind them.
Educational Leadersh紗， 36(4), 234-236.
Gregorc, A. F. (1979b). Learning/teaching styles: Their nature and effects.
In NASSP (Ed.) Student Learning Styles: Diagnosing and Prescribing Programs. Reston, V A: Reston Publishing Company.
Gregorc, A. F. (1984). Style as a symptom: A phenomenological perspective.
Theo η into Practice, 23(1), 51-55.
Gregorc, A. F., & Ward, H. B. (1977). Implications for learning and teaching--A new definition for individual. NASSP Bulletin, 61(406), 20--26.
Guilford, J. P. (1980). Cognitive styles: What are they? Educational and Psychological Measurement, 40(3), 715-735.
Hopkins, J. R. (1983). Adolescence: The Transitional Years. New York: Academic Press, INC.
Jδreskog， K.缸， & Sörbom, D. (1986). LISREL: Analysis 01 Linear Structural Relationshiþs by the method 01 Maximum Likehood. Indiana: Scientific
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Software, INC.
Kash, M. M., & Borich, C. D. (1978). Teacher Behavior and PUρil Self-conc~μ.
Menlo Park, Calif: Addison-Wesley.
Maccoby, E. E., & Jacklin, C. N. (1974). The Psychology o[ Sex Dif[erences.
Sttandford, California: Standford University Press.
Marshall, S. P. & Smith, J. D. (1987). Sex difference in learning mathematics: a longitudinal study with item amd error analyses. Journal o[ Educational Psychology, 79, 372-383.
Messick, S. (1976). Individuali妙的 Learning: 1mρ lications of cognitive styles and creativity for human develo.ρment. San Francisco, CA: Jossey-Bass.
Paradise, L. V., & Block, C. (1984). The relationship of teacher-student cognitive style to academic achievement. lournal of Research and Development in Education, 17(4), 57-61.
Parsons, T. (1961). The School Class as a Social System: Some of its Functions in American Society, in A. H. Halsey, et a1., (ed.) Education, Economy and Socie砂. New York: Fress Press.
Redike, F. W. (1973). Handbook for Teacher 1mρ rovement Utilizing the Educational Sciences. (American Educational Sciences Association).
Rosenberg, M. J" & Hovland, C. 1. (1960). Cognitive, Affective, and Behavioral Components of Attitudes. In C. 1. Hovland & M. J, Rosenberg (Ed)., Attìtude Organìzatìon and Change. New Haven: Yale University Press.
Saracho, O. N. (1978). The relationship of the match of teachers'一students'
cognitive style to teachers' perception of students' competence.
Dissertatìon Abstracts Internatìonal, 39, 2738A.
Schleifer, B. (1981). How CreatiM Are You? New York: Eugune Raudsepp.
Shavelson, R. J" Hubner, J. J" & Stanton, G. C. (1976). Self concept: validity of construct interpretations. Review of Educational Research, 46, 407-441.
Torrance, E. P. (1982). Hemisphericity and creativity. lournal of Research and Development ìn Educatìon, 15(3), 29-37.
Wiles, J. & Bondi, J. (1981). Skìlls Clusters for Creative Thinking Activity Book.
Wiles, Bondi and Associates.
Winne, P. 且， & Marx, R. W. (1977). Reconceptualizing research on teaching.
lournal o[ Educational Psychology， 的(6)，的8-678.
Witkin, H. A. (1976). Cognitive Style in Academic Performance and in Teacher-student Relations. In S. Messick (Ed.). Individuality in Learning:
111ψlications of Cognitive Style and Creativity for Human D'eveloρment. San Francisco: Jossey-Bass. 克
Witkin, H. A. & Goodenough, D. R. (1981). Cognitive Styles. New York:
Interna
Bulletin of Educational Psychology, 1989, 22, 215-242 Taiwan Normal University, Taipei, Taiwan, China.
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