以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：25

、訪客IP：18.117.196.184

姓名	張翠珊(Tsui-san Chang)  查詢紙本館藏	畢業系所	認知與神經科學研究所
論文名稱	測驗表現回饋對測驗效應之調控的行為與事件相關腦電位研究
相關論文	★ 意旁結合度、意旁表意透明度對中文閱讀的影響 ★ 以行為及事件相關電位探討中文雙字詞的記憶聯結錯誤 ★ 項目指示遺忘效果的行為與事件相關電位研究 ★ 項目指示遺忘作業中記憶登錄及提取歷程的行為及事件相關腦電位研究 ★ 以語意促發作業探討項目指示遺忘中線索對於記憶登錄歷程影響之行為及事件相關腦電位研究 ★ 特定與非特定來源記憶提取的行為及事件相關腦電位 ★ 以行為及事件相關腦電位探討處理層次與聯結性登錄方式對記憶連結錯誤之影響 ★ 中文字詞辨識的語音運作單位 ★ 由語意透明度所引發的再認記憶鏡像效應：行為與事件相關腦電位研究 ★ 登錄作業對於中文雙字詞語意透明度在再認記憶中所引發鏡像效應之影響：行為及事件相關腦電位實驗 ★ 以事件相關腦電位探討細節性與概要性記憶的提取導向 ★ 以行為及事件相關腦電位實驗探討前瞻記憶線索出現機率對於前瞻干擾效果的影響 ★ 以跨顱電刺激與事件相關腦電位探討左側後頂葉腦區於再認記憶中所扮演之角色 ★ 以非侵入式腦刺激探討左後側頂葉與情節記憶提取之因果關係 ★ 中文假字形聲限制高低對於試誤與無誤學習之影響的行為與事件相關腦電位研究 ★ 情緒入碼情境對於記憶登錄與提取中的控制歷程之影響
檔案	[Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載] 本電子論文使用權限為同意立即開放。 已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。 請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。
摘要(中)	過去研究顯示提取記憶有助於長期記憶的留存,而測驗時個體必須對項目進行 記憶提取,故測驗對於後續記憶表現的影響統稱為測驗效應。由於測驗的效應可能 不僅止於單純記憶上的助益,也會影響到學習者本身對學習的態度或情緒,如:焦 慮。因此,是否應將測驗落實於教育中仍待討論。本研究探討學習者在不同排名所 引發之壓力情境中學習,對於測驗效應的影響。受試者於實驗中學習六十組外語- 母語的字詞配對,其中一半經由重複學習,另一半經由重複測驗,並在學習完畢後 及一周後分別進行總測驗作為學習表現。實驗一結果顯示,在未加入排名回饋的情 況下,本實驗程序可重現測驗效應,且測驗效應於一周後較大。實驗二另將受試者 分成三組,分別接受到:中性(實際答題數)、負向(落後排名)及正向(居前排 名)三種作為每回合後的回饋,顯示了接受負向回饋者在立即總測驗中展現最大的 測驗效應。實驗三將學習項目的分配調整為部分隨機複習或測驗,顯示實驗二的結 果會受到項目安排的影響。實驗四為實驗二之延伸,於配對字詞回憶前加入新舊再 認判斷,並記錄受試者在每一回合的學習/測驗及測驗階段的時腦部所伴隨發生的 電位變化。實驗四行為結果顯示,負向組及正向組在再認作業的表現上無差異,而 在線索回憶作業中,負向組在延遲總測驗中展現較正向組更大的測驗效應。事件相 關電位結果觀察到,在學習階段中,皆可見到事件相關電位在不同的學習方式及不 同的排名回饋上有差異;在測驗階段中,再認重複測驗項目時,較再認重複學習項 目引發更大的左頂葉效果,而接受負向回饋者較正向組更大的引發更大的右額葉效 果。本研究初步檢視了作業表現的排名回饋對於重複學習及重複測驗學習表現的影 響,並透過事件相關電位比較不同學習方式以及不同的回饋下,在學習階段和再認 測驗時的腦部電位活動的差異。
摘要(英)	A substantial number of studies have shown that testing is beneficial to long-term retention due to the engagement of retrieval practice. The effects of retrieval on subsequent memory performance are collectively referred to as the testing effect. Nevertheless, whether frequent quizzes are useful in educational intervention is not yet clear because testing not only modulates the learners’ cognition but also their attitudes and affects, such as anxiety. The current study examined the effect of performance feedback on the testing effect. Subject learned Swahili–Chinese word pairs (half via repeated study and half via repeated testing). They then engaged in a memory test for the word pairs immediately and one week after the learning phase. Experiment 1 results showed that the testing effect was observed in both the immediate and the delayed test, and the testing effect was greater magnitude in the delayed test than in the immediately test. Experiment 2 divided subjects to three groups, during the repeated testing, who received neutral feedbacks (numbers of correct recall), negative feedbacks (low ranking) and positive feedbacks (high ranking) respectively. In the immediately test, the subjects who in negative group showed greatest magnitude of the testing effect. Experiment 3 demonstrated results of Experiment 2 would be affected when study items for being restudied or testing were not fixed. Experiment 4 was modified from procedures in Experiment 2, subjects engaged in an old/new recognition judgment before recall the Chinese word which paired with the Swahili word. And ERPs (event- related potentials) was recorded during experiment. Behavioral results showed that there was no difference in recognition task between negative feedbacks and positive feedbacks group. However, the testing effect was showed a greater magnitude for negative feedbacks group than positive feedbacks group in the delayed test on the performance of cue- recall task. ERPs results showed that when subject learning the word-pairs, there are differences in repeated study and repeated testing, while differences between negative and positive feedbacks were also been observed. When subject doing a correct old/new recognition judgment, repeated testing items elicited more positive going than repeated study items in left parietal region during target onset 500~800ms. Moreover, negative feedbacks group elicited more positive going than positive feedbacks group in right frontal region during target onset 900~1900ms. Current study suggested that the testing effect might be modulated by performance feedback, and preliminary showed the ERPs differences within different kinds of learning type and the kind of performance feedbacks.
關鍵字(中)	★ 測驗效應 ★ 壓力 ★ 排名 ★ 回饋 ★ 焦慮	關鍵字(英)	★ testing effect ★ stress ★ pressure ★ ranking ★ feedback ★ anxiety
論文目次	第 1 章 緒論........................................................................................................................ 1 第 2 章 文獻回顧 ............................................................................................................... 3 2-1. 測驗效應 ............................................................................................................. 3 2-2. 社會壓力 ........................................................................................................... 10 2-3. 壓力對於記憶與學習 ....................................................................................... 13 第 3 章 研究目的與方法 ................................................................................................. 18 第 4 章 實驗一 ................................................................................................................. 21 4-1. 方法 ................................................................................................................... 22 4-2. 結果 ................................................................................................................... 24 4-3. 討論 ................................................................................................................... 26 第 5 章 實驗二 ................................................................................................................. 27 5-1. 方法 ................................................................................................................... 28 5-2. 結果與討論 ....................................................................................................... 30 第 6 章 實驗三 ................................................................................................................. 36 6-1. 方法 ................................................................................................................... 36 6-2. 結果 ................................................................................................................... 37 6-3. 與實驗二之比較討論 ....................................................................................... 41 第 7 章 實驗四 ................................................................................................................. 43 7-1. 方法 ................................................................................................................... 46 7-2. 行為結果 ........................................................................................................... 48 7-3. 事件相關腦電位結果 ....................................................................................... 57 7-4. 討論 ................................................................................................................... 64 第 8 章 綜合討論 ............................................................................................................. 69 8-1. 實驗結果與討論 ............................................................................................... 69 8-2. 研究限制 ........................................................................................................... 73 VI 8-3. 未來研究方向及本研究之應用 ....................................................................... 76 參考文獻........................................................................................................................... 79 附錄................................................................................................................................... 91 附錄一:六十組字詞配對學習材料....................................................................... 91 附錄二:事件相關腦電位分析所涵蓋的電極在頭皮上分佈位置示意圖........... 92 附錄三:實驗二指導語........................................................................................... 93 附錄四:情境焦慮量表........................................................................................... 94 附錄五:特質焦慮量表........................................................................................... 95 附錄六:賓州憂慮量表........................................................................................... 96
參考文獻	Abercrombie, H. C., Speck, N. S., & Monticelli, R. M. (2006). Endogenous cortisol elevations are related to memory facilitation only in individuals who are emotionally aroused. Psychoneuroendocrinology, 31(2), 187-196. doi: 10.1016/j.psyneuen.2005.06.008 Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering Can Cause Forgetting - Retrieval Dynamics in Long-Term-Memory. Journal of Experimental Psychology-Learning Memory and Cognition, 20(5), 1063-1087. doi: Doi 10.1037/0278- 7393.20.5.1063 Andreano, J. M., & Cahill, L. (2006). Glucocorticoid release and memory consolidation in men and women. Psychol Sci, 17(6), 466-470. doi: DOI 10.1111/j.1467- 9280.2006.01729.x Aneshensel, C. S. (1992). Social stress: Theory and research. Annual review of sociology, 15-38. Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410-422. doi: Doi 10.1038/Nrn2648 Azimian-Faridani, N., & Wilding, E. L. (2006). The influence of criterion shifts on electrophysiological correlates of recognition memory. Journal of Cognitive Neuroscience, 18(7), 1075-1086. doi: DOI 10.1162/jocn.2006.18.7.1075 Beckner, V. E., Tucker, D. M., Delville, Y., & Mohr, D. C. (2006). Stress facilitates consolidation of verbal memory for a film but does not affect retrieval. Behavioral Neuroscience, 120(3), 518-527. doi: Doi 10.1037/0735-7044.120.3.518 Bjork, R. A. a. B., E.L. (1992). A new theory of disuse and an old theory of stimulus fluctuation From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes (Vol. 2, pp. 35-67). Erlbaum. 79 Brewer, G. A., & Unsworth, N. (2012). Individual differences in the effects of retrieval from long-term memory. Journal of Memory and Language, 66(3), 407-415. doi: DOI 10.1016/j.jml.2011.12.009 Buchanan, T. W., Tranel, D., & Adolphs, R. (2006). Impaired memory retrieval correlates with individual differences in cortisol response but not autonomic response. Learning & Memory, 13(3), 382-387. doi: Doi 10.1101/Lm.206306 Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604- 616. doi: Doi 10.3758/Mc.36.3.604 Butler, A. C. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology-Learning Memory and Cognition, 36(5), 1118-1133. doi: Doi 10.1037/A0019902 Cahill, L., Gorski, L., & Le, K. (2003). Enhanced human memory consolidation with post-learning stress: interaction with the degree of arousal at encoding. Learn Mem, 10(4), 270-274. doi: 10.1101/lm.62403 Camp, G., Pecher, D., & Schmidt, H. G. (2007). No retrieval-induced forgetting using item-specific independent cues: evidence against a general inhibitory account. Journal of Experimental Psychology-Learning Memory and Cognition, 33(5), 950-958. doi: Doi 10.1037/0278-7393.33.5.950 Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13(5), 826-830. doi: Doi 10.3758/Bf03194004 Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20, 633-642. doi: 10.3758/BF03202713 Cassady, J. C. (2004). The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 80 18(3), 311-325. doi: Doi 10.1002/Acp.968 Chan, J. C. (2009). When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing. Journal of Memory and Language, 61(2), 153-170. Chan, J. C. K., & McDermott, K. B. (2007). The testing effect in recognition memory: A dual process account. Journal of Experimental Psychology-Learning Memory and Cognition, 33(2), 431-437. doi: Doi 10.1037/0278-7393.33.2.431 Chan, J. C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology-General, 135(4), 553-571. doi: Doi 10.1037/0096- 3445.135.4.553 Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of educational research, 58(4), 438-481. de Kloet, E. R., Joels, M., & Holsboer, F. (2005). Stress and the brain: From adaptation to disease. Nature Reviews Neuroscience, 6(6), 463-475. doi: Doi 10.1038/Nrn1683 de Kloet, E. R., Oitzl, M. S., & Joels, M. (1999). Stress and cognition: are corticosteroids good or bad guys? Trends in Neurosciences, 22(10), 422-426. doi: Doi 10.1016/S0166-2236(99)01438-1 de Quervain, D. J. F., Roozendaal, B., & McGaugh, J. L. (1998). Stress and glucocorticoids impair retrieval of long-term spatial memory. Nature, 394(6695), 787- 790. DeCaro, M. S., Thomas, R. D., Albert, N. B., & Beilock, S. L. (2011). Choking Under Pressure: Multiple Routes to Skill Failure. Journal of Experimental Psychology- General, 140(3), 390-406. doi: Doi 10.1037/A0023466 81 Diamond, D. M., Bennett, M. C., Fleshner, M., & Rose, G. M. (1992). Inverted-U Relationship between the Level of Peripheral Corticosterone and the Magnitude of Hippocampal Primed Burst Potentiation. Hippocampus, 2(4), 421-430. doi: DOI 10.1002/hipo.450020409 Diamond, D. M., Campbell, A. M., Park, C. R., Halonen, J., & Zoladz, P. R. (2007). The temporal dynamics model of emotional memory processing: a synthesis on the neurobiological basis of stress-induced amnesia, flashbulb and traumatic memories, and the Yerkes-Dodson law. Neural Plast, 2007, 60803. doi: 10.1155/2007/60803 Dreifus, L., Engler, H., & Kissler, J. (2014). Retrieval-induced forgetting under psychosocial stress: No reduction by delayed stress and beta-adrenergic blockade. Neurobiology of Learning and Memory, 110, 35-46. doi: DOI 10.1016/j.nlm.2014.01.010 Dudai, Y. (2006). Reconsolidation: the advantage of being refocused. Current Opinion in Neurobiology, 16(2), 174-178. doi: DOI 10.1016/j.conb.2006.03.010 Durkheim, Emile (1897) [1951]. Suicide : a study in sociology. The Free Press. ISBN 0-684-83632-7. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353. doi: Doi 10.1037/1528-3542.7.2.336 Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychological Bulletin, 116(3), 429-456. Foley, P., & Kirschbaum, C. (2010). Human hypothalamus-pituitary-adrenal axis responses to acute psychosocial stress in laboratory settings. Neurosci Biobehav Rev, 35(1), 91-96. doi: 10.1016/j.neubiorev.2010.01.010 Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: cognitive appraisal, coping, and encounter outcomes. [Research Support, Non-U.S. Gov′t]. J Pers Soc Psychol, 50(5), 992-1003. 82 Gates, A. I. (1917). Is recitation as a factor in memorizing (Vol. 40). New York. Glover, J. A. (1989). The "testing"phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399. Henckens, M. J. A. G., van Wingen, G. A., Joels, M., & Fernandez, G. (2010). Time- Dependent Effects of Corticosteroids on Human Amygdala Processing. Journal of Neuroscience, 30(38), 12725-12732. doi: Doi 10.1523/Jneurosci.3112-10.2010 Herron, J. E., Quayle, A. H., & Rugg, M. D. (2003). Probability effects on event- related potential correlates of recognition memory. Cognitive Brain Research, 16(1), 66- 73. doi:10.1016/S0926-6410(02)00220-3 Hinze, S. R. R., D. N. (2014). Retrieval (Sometimes) Enhances Learning: Performance Pressure Reduces the Benefits of Retrieval Practice. Applied Cognitive Psychology. doi: 10.1002/acp.3032 Hupbach, A., & Fieman, R. (2012). Moderate Stress Enhances Immediate and Delayed Retrieval of Educationally Relevant Material in Healthy Young Men. Behavioral Neuroscience, 126(6), 819-825. doi: Doi 10.1037/A0030489 Joels, M., Pu, Z. W., Wiegert, O., Oitzl, M. S., & Krugers, H. J. (2006). Learning under stress: How does it work? Trends in Cognitive Sciences, 10(4), 152-158. doi: DOI 10.1016/j.tics.2006.02.002 Karpicke, J. D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157-163. doi: 10.1177/0963721412443552 Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968. doi: DOI 10.1126/science.1152408 Kim, J. J., & Yoon, K. S. (1998). Stress: metaplastic effects in the hippocampus. Trends in Neurosciences, 21(12), 505-509. doi: Doi 10.1016/S0166-2236(98)01322-8 83 Kirschbaum, C., Pirke, K. M., & Hellhammer, D. H. (1993). The Trier Social Stress Test - a Tool for Investigating Psychobiological Stress Responses in a Laboratory Setting. Neuropsychobiology, 28(1-2), 76-81. doi: Doi 10.1159/000119004 Kirschbaum, C., Kudielka, B. M., Gaab, J., Schommer, N. C., & Hellhammer, D. H. (1999). Impact of gender, menstrual cycle phase, and oral contraceptives on the activity of the hypothalamus-pituitary-adrenal axis. Psychosom Med, 61(2), 154-162. Koessler, S., Steidle, L., Engler, H., & Kissler, J. (2013). Stress eliminates retrieval- induced forgetting-Does the oral application of cortisol? Psychoneuroendocrinology, 38(1), 94-106. doi: DOI 10.1016/j.psyneuen.2012.05.004 Kuhlmann, S., Piel, M., & Wolf, O. T. (2005). Impaired memory retrieval after psychosocial stress in healthy young men. Journal of Neuroscience, 25(11), 2977-2982. doi: Doi 10.1523/Jneurosci.5139-04.2005 Landauer, T. K., &Bjork, R. A. (1978). Optimal rehearsal patterns and name learning. In P. E. M. In M.M. Gruneberg, & R. N. Sykes (Ed.), Practical aspects of memory (pp. 625-632). London: Academic Press. Lazarus, R. S. (1993). From Psychological Stress to the Emotions - a History of Changing Outlooks. Annu Rev Psychol, 44, 1-21. doi: DOI 10.1146/annurev.ps.44.020193.000245 Lisman, J. E., & Grace, A. A. (2005). The hippocampal-VTA loop: Controlling the entry of information into long-term memory. Neuron, 46(5), 703-713. doi: DOI 10.1016/j.neuron.2005.05.002 Lupien, S. J., Gillin, C. J., & Hauger, R. L. (1999). Working memory is more sensitive than declarative memory to the acute effects of corticosteroids: A dose-response study in humans. Behavioral Neuroscience, 113(3), 420-430. doi: Doi 10.1037/0735- 7044.113.3.420 Lupien, S. J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T. E. (2007). The effects 84 of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain and Cognition, 65(3), 209-237. doi: DOI 10.1016/j.bandc.2007.02.007 Lupien, S. J., Wilkinson, C. W., Briere, S., Menard, C., Kin, N. M. K. N. Y., & Nair, N. P. V. (2002). The modulatory effects of corticosteroids on cognition: studies in young human populations. Psychoneuroendocrinology, 27(3), 401-416. doi: Pii S0306- 4530(01)00061-0 Doi 10.1016/S0306-4530(01)00061-0 McEwen, B., Nasveld, P., Palmer, M., & Anderson, R. (2012). Allostatic Load: A review of the literature. Canberra: Department of Veterans’ Affairs. McGaugh, J. L. (2000). Neuroscience - Memory - a century of consolidation. Science, 287(5451), 248-251. doi: DOI 10.1126/science.287.5451.248 McGaugh, J. L., & Roozendaal, B. (2002). Role of adrenal stress hormones in forming lasting memories in the brain. Current Opinion in Neurobiology, 12(2), 205-210. doi: Doi 10.1016/S0959-4388(02)00306-9 Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990). Development and Validation of the Penn State Worry Questionnaire. Behaviour Research and Therapy, 28(6), 487-495. doi: Doi 10.1016/0005-7967(90)90135-6 Nakazato, K., & Shimonaka, Y. (1989). The Japanese State-Trait Anxiety Inventory: age and sex differences. Percept Mot Skills, 69(2), 611-617. doi: 10.2466/pms.1989.69.2.611 Nungester, R. J., & Duchastel, P. C. (1982). Testing versus review: Effects on retention. Journal of Educational Psychology, 74(1), 18. Palmer, S. D., Havelka, J., & van Hooff, J. C. (2013). Changes in Recognition Memory over Time: An ERP Investigation into Vocabulary Learning. PLoS One, 8(9). doi: ARTN e72870DOI 10.1371/journal.pone.0072870 85 Payne, J. D., Jackson, E. D., Hoscheidt, S., Ryan, L., Jacobs, W. J., & Nadel, L. (2007). Stress administered prior to encoding impairs neutral but enhances emotional long-term episodic memories. Learning & Memory, 14(12), 861-868. doi: Doi 10.1101/Lm.743507 Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60(4), 437-447. doi: DOI 10.1016/j.jml.2009.01.004 Richardson, J. T. E. (1985). The Effects of Retention Tests upon Human Learning and Memory: an historical review and an experimental analysis. Educational Psychology, 5(2), 85-114. doi: 10.1080/0144341850050201 Roediger, H. L., 3rd, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. doi: 10.1016/j.tics.2010.09.003 Roediger, H. L., Gallo, D. A., & Geraci, L. (2002). Processing approaches to cognition: The impetus from the levels-of-processing framework. Memory, 10(5-6), 319- 332. doi: Doi 10.1080/09658210224000144 Roediger, H. L., & Karpicke, J. D. (2006a). The Power of Testing Memory Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181-210. doi: DOI 10.1111/j.1745-6916.2006.00012.x Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning - Taking memory tests improves long-term retention. Psychol Sci, 17(3), 249-255. doi: DOI 10.1111/j.1467-9280.2006.01693.x Rome, H. P., & Braceland, F. J. (1952). The psychological response to ACTH, cortisone, hydrocortisone, and related steroid substances. American Journal of Psychiatry, 108(9), 641-651. Roozendaal, B., & McGaugh, J. L. (1997). Glucocorticoid receptor agonist and 86 antagonist administration into the basolateral but not central amygdala modulates memory storage. Neurobiology of Learning and Memory, 67(2), 176-179. Roozendaal, B., McReynolds, J. R., & McGaugh, J. L. (2004). The basolateral amygdala interacts with the medial prefrontal cortex in regulating glucocorticoid effects on working memory impairment. Journal of Neuroscience, 24(6), 1385-1392. doi: Doi 10.1523/Jneurosci.4664-03.2004 Roozendaal, B., Okuda, S., De Quervain, D. J. F., & McGaligh, J. L. (2006). Glucocorticoids interact with emotion-induced noradrenergic activation in influencing different memory functions. Neuroscience, 138(3), 901-910. doi: DOI 10.1016/j.neuroscience.2005.07.049 Schwabe, L., Bohringer, A., Chatterjee, M., & Schachinger, H. (2008). Effects of pre-learning stress on memory for neutral, positive and negative words: Different roles of cortisol and autonomic arousal. Neurobiology of Learning and Memory, 90(1), 44-53. doi: DOI 10.1016/j.nlm.2008.02.002 Schwabe, L., Haddad, L., & Schachinger, H. (2008). HPA axis activation by a socially evaluated cold-pressor test. Psychoneuroendocrinology, 33(6), 890-895. doi: 10.1016/j.psyneuen.2008.03.001 Schwabe, L., Oitzl, M. S., Philippsen, C., Richter, S., Bohringer, A., Wippich, W., & Schachinger, H. (2007). Stress modulates the use of spatial versus stimulus-response learning strategies in humans. Learning & Memory, 14(1-2), 109-116. doi: Doi 10.1101/Lm.435807 Schwabe, L., Romer, S., Richter, S., Dockendorf, S., Bilak, B., & Schahinger, H. (2009). Stress effects on declarative memory retrieval are blocked by a beta-adrenoceptor antagonist in humans. Psychoneuroendocrinology, 34(3), 446-454. doi: DOI 10.1016/j.psyneuen.2008.10.009 Schuster, T. L., Kessler, R. C., & Aseltine Jr, R. H. (1990). Supportive interactions, 87 negative interactions, and depressed mood. American journal of community psychology, 18(3), 423-438. Schwabe, L., & Wolf, O. T. (2010). Stress impairs the reconsolidation of autobiographical memories. Neurobiology of Learning and Memory, 94(2), 153-157. doi: DOI 10.1016/j.nlm.2010.05.001 Slavich, G. M., O’Donovan, A., Epel, E. S., & Kemeny, M. E. (2010). Black sheep get the blues: A psychobiological model of social rejection and depression. Neuroscience & Biobehavioral Reviews, 35(1), 39-45. Smeets, T., Giesbrecht, T., Jelicic, M., & Merckelbach, H. (2007). Context- dependent enhancement of declarative memory performance following acute psychosocial stress. Biol Psychol, 76(1-2), 116-123. doi: DOI 10.1016/j.biopsycho.2007.07.001 Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for the state- trait anxiety inventory. Thompson, C. P., Wenger, S. K., & Bartling, C. A. (1978). How recall facilitates subsequent recall: A reappraisal. Journal of Experimental Psychology: Human Learning and Memory, 4(3), 210. Tse, C. S., & Pu, X. P. (2012). The Effectiveness of Test-Enhanced Learning Depends on Trait Test Anxiety and Working-Memory Capacity. Journal of Experimental Psychology-Applied, 18(3), 253-264. doi: Doi 10.1037/A0029190 Tulving, E. (1967). The effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 6(2), 175-184. Unsworth, N., & Engle, R. W. (2005). Individual differences in working memory capacity and learning: Evidence from the serial reaction time task. Memory & Cognition, 33(2), 213-220. doi: Doi 10.3758/Bf03195310 88 Vallesi, A., & Shallice, T. (2006). Prefrontal involvement in source memory: An electrophysiological investigation of accounts concerning confidence and accuracy. Brain Research, 1124, 111-125. doi: DOI 10.1016/j.brainres.2006.09.076 van Stegeren, A. H., Wolf, O. T., Everaerd, W., Scheltens, P., Barkhof, F., & Rombouts, S. A. R. B. (2007). Endogenous cortisol level interacts with noradrenergic activation in the human amygdala. Neurobiology of Learning and Memory, 87(1), 57-66. doi: DOI 10.1016/j.nlm.2006.05.008 Verkoeijen, P. P. J. L., Bouwmeester, S., & Camp, G. (2012). A Short-Term Testing Effect in Cross-Language Recognition. Psychol Sci, 23(6), 567-571. doi: Doi 10.1177/0956797611435132 Vilberg, K. L., Moosavi, R. F., & Rugg, M. D. (2006). The relationship between electrophysiological correlates of recollection and amount of information retrieved. Brain Research, 1122, 161-170. doi: DOI 10.1016/j.brainres.2006.09.023 Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard′s (1913) and Bartlett′s (1932) results. Psychological Science, 3, 240- 245. doi: 10.1111/j.1467-9280.1992.tb00036.x Wheeler, M. A., Ewers, M., & Buonanno, J. F. (2003). Different rates of forgetting following study versus test trials. Memory, 11(6), 571-580. doi: 10.1080/09658210244000414 Yerkes, R. M., & Dodson, J.D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459- 482. Zeidner, M. (1998). Test anxiety: The state of the art. New York: NY: Plenum Press. Zhao, L. Y., Zhang, X. L., Shi, J., Epstein, D., & Lu, L. (2009). Psychosocial stress after reactivation of drug-related memory impairs later recall in abstinent heroin addicts. Psychopharmacology, 203(3), 599-608. doi: DOI 10.1007/s00213-008-1406-2 89 Zhong, J., Wang, C., Li, J., & Liu, J. (2009). Penn State Worry Questionnaire: structure and psychometric properties of the Chinese version. Journal of Zhejiang University-Science B, 10(3), 211-218. doi: DOI 10.1631/jzus.B0820189 鍾思嘉、龍長風. (1984). 修訂情境與特質焦慮量表之研究. 測驗年刊, 31, 27-36.
指導教授	鄭仕坤(Shih-kuen Cheng)	審核日期	2015-5-1
推文	facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu
網路書籤	Google bookmarks   del.icio.us   hemidemi   myshare