第五章 參考文獻
5.2. 英文文獻
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Blajenkova, O., Kozhevnikov, M., & Motes, M. A. (2006). Object-spatial imagery: A new selfreport imagery questionnaire. Applied Cognitive Psychology, 20, 239-263.
Campos, A., & Suerio, E. (1993). Sex and age differences in visual imagery vividness. Journal of Mental Imagery, 17, 91-94.
Carroll, J. (1993). Human Cognitive Abilities: A Survey of Factor-analytic Studies. New York: Cambridge University Press.
Cohen, D. J., & Bennett, S.(1997). Why Can't Most People Draw What They See. Journal of Experimental Psychology, 23, 609-621.
Collins, D. W., & Kimura, D. (1997). A large sex difference on a
twodimensional mental rotation task. Behavioral Neuroscience, 111, 845-849.
Cooper, L. A., & Shepard, R. N. (1973). The time required to prepare for a rotated stimulus. Memory & Cognition, 1, 246-250.
TDror, I. E., Kosslyn, S. M., & Waag, W. L. (1993).TTVisual-spatial abilities of pilots.TTTTJournal of Applied Psychology, 78, 763-773T
Ekstrom, R. B., French, J. W., & Harman, H. H. (1976). Manual for kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing Service.
Eysenck, M. W. & Keane, M. T.（2000）. Cognitive Psychology：A Student's Handbook (4th ed.). PA: Psychology Press.
Farah, M. J., Hammond, K. M., Levine, D. N., & Calvanio, R. (1988). Visual and spatial mental imagery: Dissociable systems of representations.
Cognitive Psychology, 20, 439-462.
TFrench, J. W. (1951). TThe description of aptitude and achievement tests in terms of rotated factorsT.TSychometric Monograph No. 5,TTChicago: Chicago University Press.
Geary, D. C., Gilger, J. W., & Elliot-Miller, B. (1992). Gender differences in three-dimensional mental rotation: A replication. Journal of Genetic Psychology, 153, 115-117.
Ganis,G., Thompson, W. L., & Kosslyn, S. M. (2004). Brain areas underlying visual mental imagery and visual perception: an fMRI study. Cognitive Brain Research, 20, 226-241.
Haxby, J. V., Grady, C. L., Horwitz, B., Ungerleider, L. G., Mishkin, M., Carson, R. E., Herscovitch, P., Schapiro, M. B., & Rapoport, S. I. (1991).
Dissociation of object and spatial visual processing pathways in human extrastriate cortex. Proceedings of the National Academy of Sciences, 88, 1621-1625.
Hedges, L. V., & Nowell, A. (1995). Sex Differences in Mental Test Scores, Variability, and Numbers of High-scoring individuals. Science, 269, 41-45.
Hegarty, M., & Kozhevnikov, M. (1999). Types of Visual-Spatial
Educational Psychology , 91, 684-689.
Jonassen, D.H., & Grabowski, B.L. (Ed.). (1993). Handbook of Individual Differences, Learning, and Instruction . NJ: L. Erlbaum Associates
Kail, R., Carter, P., & Pellegrino, J. (1979). The locus of sex differences in spatial ability. Perception & Psychophysics, 26, 182-186.
Kosslyn, S. M. (1973). Scanning visual images: some structural implications, Percept. Psychophys, 14, 90-94.
Kosslyn, S. M. (1973). Constructing Visual Images. Canada: Dept. of Psychology.
Kosslyn, S. M. (1994). Image and brain: The resolution of the imagery debate.
Cambridge, MA: MIT Press.
Kosslyn, S. M., & Koenig, O. (1992). Wet mind: The new cognitive neuroscience. New York: Free Press.
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Kozhevnikov, M., Hegarty, M., & Mayer, R. E. (2002). Revising the visualizer/verbalizer dimension: evidence for two types of visualizers.
Cognition & instruction, 20, 47-77.
Kozhevnikov, M., Kosslyn, S. M., & Shepard, J. (2005). Spatial versus object visualizers: a new characterization of visual cognitive style. Memory and Cognition, 33, 710-726.
Lean, G., & Clements, M. A. (1981). Spatial ability, visual imagery, and mathematical performance. Educational Studies in Mathematics, 12, 267-299.
Lane, R, M. (2006). How graphing calculators and visual imagery contribute to college algebra students’ understanding the concept of function. The Florida state university college of education.
Levine, D. N., Warach, J., & Farah, M. J. (1985). Two visual systems in mental imagery: Dissociation of “what” and “where” in imagery disorders due to bilateral posterior cerebral lesions. Neurology, 35, 1010-1018.
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Correlational Literature(Tech. Rep. No8) . Stanford University.
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(1990). Cerebral correlates of imagining colours, faces and a map--II.
Negative cortical DC potentials. Neuropsychologia. 1990, 28, 81-93.
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Ingle, M. A. Goodale, & R. J. W. Mansfield (Eds.), Analysis of visual behavior (pp. 549-586). Cambridge, MA: MIT Pre.
Individual differences in visuo-spatial imagery: further evidence for the distinction between object and spatial imagers. Cognitive Processing, 7, 144-145.
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附錄I：VVCSQ 作業內容
以下有12道數學題，請將你解答過程時，腦海裡呈現的方式(不論是文字 或是圖像)，使用答案卷儘可能詳細地描述你解答的方法，並將答案列 出。
1. 一個人在一條直線道路的兩端各種一棵樹，並且沿著此路的每側每隔 5 公尺植一棵樹，此道路的長度為 25 公尺，請問在此道路上總共植 了幾棵樹？
2. 一場跑步競賽的路線被切分為三段不等長的路線，競賽總路線全長為 450 公尺，第一段加第二段長度為 350 公尺，第二段加第三段長度為 250 公尺，請問每段的長度各為多少公尺？
3. 一顆汽球從地面上升 200 公尺，再向東方移動 100 公尺，再下降 100 公尺，再向東方移動 50 公尺，然後降落到地面，請問汽球由起點水 平移動了多少距離？
4. Tau 比 Dill 有錢，Mike 比 Dill 窮，三人之中誰最有錢？
5. 在一場跑步競賽中，Johnny 比 Peter 領先 10 公尺，Tom 比 Jim 領先 4 公尺，Jim 比 Peter 領先 3 公尺，那麼 Johnny 領先 Tom 多少公尺？
6. 一個正立方體 A 的面積是一平方公尺，另一個正立方體 B 的長寬高 各是正立方體 A 的兩倍，請問正立方體 B 的面積為多少？
7. 一塊矩形的土地有 60 平方公尺，如果矩形一邊的長度是 10 公尺，請 問走一圈要多少公尺？
8. 一位旅人在火車行駛一半的距離時睡著了，他甦醒後火車還要再行駛
睡覺？
9. 四株樹苗間隔 10 公尺，有一口井在離園丁最遠的一株樹苗旁，而一 桶水可以澆兩株樹苗，如果他只能用一個桶子澆這四株樹苗，他總共 需要走多少公尺？
10. 一個足球比賽只有 4 個隊伍參賽，每個隊伍都只與其它 3 個隊伍比賽 一次，請問總共有幾場比賽？
11. 有二個牛奶罐，其中一個是另一個的二倍，二罐都倒出 20 公升後，
其中一個變成是另一個的三倍，請問原本各來有多少公升的牛奶？
12. 桃子罐頭的直徑 10 公分，請問需要幾個桃子罐頭才可填滿 30 公分 X40 公分的平面？
附錄II：OSIQ 作業內容
23. 當思考一個抽象概念時（例如建築物），我想像一個草圖或藍圖，而 非一個實體的建築物。
24. 我的想像畫面較接近工程製圖而非色彩生動的插圖。
25. 我閉上眼睛就可以輕易的想像我曾經看過的風景。
26. 當我回憶起與眾人晚餐的情景，比起他們聊了些什麼，我更可以細膩 地描述出他們的座位和他們的樣子。
27. 我覺得想像一個 3D 物件旋轉的樣子很困難。
28. 我的腦海中總是充滿著想像畫面。
29. 因為我具備繪圖能力，相對使我從事建築相關的職業顯得容易的多。
30. 當我收聽素未謀面的電台主持人或DJ的節目時，我常想像他們可能 的長相。
附錄III：繪畫作業表現
圖II-1 「寫實再現程度」高的「長者」繪畫作業表現
圖II-2 「符號轉化程度」高的「長者」繪畫作業表現
圖II-3 「寫實再現程度」高的「馬匹」繪畫作業表現
圖II-4 「符號轉化程度」高的「馬匹」繪畫作業表現
附錄VI：評分員間的 Pearson Correlations Coefficient
表VI-1 評分員間「老人」的「寫實再現程度」Pearson Correlations Coefficient
a b c d
a 1.00 . 995** . 996** . 995**
b 1.00 . 994** . 994**
c 1.00 . 974**
d 1.00
** Correlation is significant at the 0.01 level (2-tailed)
表VI-2 評分員間「老人」的「符號轉化程度」Pearson Correlations Coefficient
a b c d
a 1.00 . 993** . 971** . 993**
b 1.00 . 976** . 996**
c 1.00 . 974**
d 1.00
** Correlation is significant at the 0.01 level (2-tailed)
表VI-3 評分員間「馬匹」的「寫實再現程度」Pearson Correlations Coefficient
a b c d
a 1.00 .998** .741** .998**
b 1.00 .743** .999**
c 1.00 .740**
d 1.00
** Correlation is significant at the 0.01 level (2-tailed)
表VI-4 評分員間「馬匹」的「符號轉化程度」Pearson Correlations Coefficient
a b c d
a 1.00 .998** .979** .998**
b 1.00 .980** .998**
c 1.00 .980**
d 1.00
** Correlation is significant at the 0.01 level (2-tailed)