參考文獻 |
中文部分
林孟穎(2015)。媒體多工與助力和工作記憶關係之探索性研究。國立中山大學資訊管理學系研究所碩士論文,高雄市。
黃靜芳、吳舜文(2007)。大學生音樂選曲與情緒反應之相關研究。國際藝術教育學刊,5(1),33-70。
英文部分
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106(3), 529-550.
Baddeley, A. (1986). Working memory. Clarendon Press/Oxford University Press.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Baumgartner, S. E., Weeda, W. D., Heijden, v. d. L. L., & Huizinga, M. (2014). The
relationship between media multitasking and executive function in early
adolescents. The Journal of Early Adolescence, 34(8), 1120-1144.
Bohn-Gettler, C. M., & Rapp, D. N. (2014). Emotion during reading and writing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 437-457). Francis & Routledge/Taylor.
Borella, E., Carretti, B., & Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43(6), 541-552.
Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in. reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49-75). Erlbaum.
Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801-826.
Carrier, L. M., Rosen, L. D., Cheever, N. A., & Lim, A. F. (2015). Causes, effects, and practicalities of everyday multitasking. Developmental Review, 35, 64-78.
Carstens, C. B., Huskins, E., & Hounshell, G. W. (1995). Listening to Mozart may not enhance performance on the revised Minnesota Paper Form Board Test. Psychological Reports, 77(1), 111-114.
Carter, S.P., Greenberg, K., & Walker, M.S. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118-132.
Chen, M. C., Tsai, P. L., Huang, Y. T., & Lin, K. C. (2013). Pleasant music improves visual attention in patients with unilateral neglect after stroke. Brain Injury, 27(1), 75-82.
Chepenik, L. G., Cornew, L. A., & Farah, M. J. (2007). The influence of sad mood on cognition. Emotion, 7(4), 802-811.
Cockrill, A., Sullivan, M., & Norbury, H.M. (2011). Music consumption: Lifestyle. choice or addiction. Journal of Retailing and Consumer Services, 18(2), 160-166.
Cutting, L. E., Materek, A., Cole, C. A., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34-54.
Dehn, M. J. (2008). Working memory and academic learning: Assessment and intervention. John Wiley & Sons, Inc.
de Vega, M. (1995). Backward updating of mental models during continuous reading of narratives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(2), 373-385.
De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with. reading disabilities and/or mathematical disabilities. Journal of Learning Disabilities, 46(5), 461-472.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program. improves cognitive control. Science, 318(5855), 1387-1388.
Ellis, H. A. & Ashbrook, P. W. (1988). Resource allocation model of the effects of depressed mood states on memory. In K. Fielder & J. Forgas (ed.), Affect, cognition, and social behavior (pp. 25-43). Hogrefe .
Ellis, Y., Daniels, B. and Jauregui, A. (2010) The Effect of Multitasking on the Grade Performance of Business Students. Research in Higher Education Journal, 8, 1-10.
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing. efficiency theory. Cognition and Emotion, 6(6), 409-434.
Fairfield, B., Mammarella, N., Di Domenico, A., & Palumbo, R. (2015). Running with emotion: When affective content hampers working memory performance. International Journal of Psychology, 50(2), 161-164.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
Friso-Van Den Bos, I., Van Der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29-44.
Georgiou, G. K., & Das, J. P. (2016). What component of executive functions contributes to normal and impaired reading comprehension in young adults?. Research in Developmental Disabilities, 49-50, 118-128.
Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 430-445.
Harrison, L. M., & Risler, L. (2015). The role consumerism plays in student learning. Active Learning in Higher Education, 16(1), 67-76.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Hayes, A. F., & Preacher, K. J. (2014). Statistical mediation analysis with a multicategorical independent variable. The British Journal of Mathematical and Statistical Psychology, 67(3), 451–470.
Hembrooke, H. & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education, 15(1), 46-64.
Henry, L., & Winfield, J. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of intellectual disability research : Journal of Intellectual Disability Research, 54(4), 354-365.
Hilbert, S., Nakagawa, T.T., Puci, P., Zech, A., & Bühner, M. (2015). The digit span backwards task: Verbal and visual cognitive strategies in working memory assessment. European Journal of Psychological Assessment, 31(3), 174-180.
Husain, G., Thompson, W. F., & Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20(2), 151-171.
Isen, A.M. (2001). An influence of positive affect on decision making in complex situations: Theoretical issues with practical implications. Journal of Consumer Psychology, 11(2), 75-85.
Jamet, E., Gonthier, C., Cojean, S., Colliot, T., & Erhel, S. (2020). Does multitasking in the classroom affect learning outcomes? A naturalistic study. Computers in Human Behavior, 106, Article 106264.
Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading in an. inner city school through a multisensory teaching approach. Annals of Dyslexia, 52(1), 229-242.
Juslin, P., & Västfjäll, D. (2008). All emotions are not created equal: Reaching beyond the traditional disputes. Behavioral and Brain Sciences, 31(5), 600-621.
Kahneman, D. (1973). Attention and Effort. Prentice-Hall.
Kensinger, E. A., & Corkin, S. (2003). Memory enhancement for emotional words: Are emotional words more vividly remembered than neutral words?. Memory & Cognition, 31(8), 1169-1180.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182.
Kotsopoulou, A., & Hallam, S. (2010). The perceived impact of playing music while studying: Age and cultural differences. Educational Studies, 36(4), 431-440.
Lau, W. W. F. (2017). Effects of social media usage and social media multitasking on. the academic performance of university students. Computers in Human Behavior, 68, 286-291.
Lerner, J. W. & Johns, B. H. (2012). Learning disabilities and related mild disabilities/teaching strategies and new directions (12th ed.). Wadsworth Cengage Learning.
Logie, R. H. (1995). Visuo-spatial working memory. Lawrence Erlbaum Associates Ltd.
Marti-Marca, A., Nguyen, T.T., & Grahn, J.A. (2020). Keep calm and pump up the jams: How musical mood and arousal affect visual attention. Music & Science, 3.
Martín-Perpiñá, M. M., Viñas Poch, F., & Malo Cerrato, S. (2019). Media multitasking impact in homework, executive function and academic performance in Spanish adolescents. Psicothema, 31(1), 81-87.
Masoura, E. (2006). Establishing the link between working memory function and learning disabilities. Learning Disabilities: A Contemporary Journal, 4, 29-41.
Martin, E. A. & Kerns, J. G. (2011). The influence of positive mood on different. aspects of cognitive control. Cognition and Emotion, 25(2), 265-279.
Mercer, C. D. , & Mercer, A. R. (1993). Teaching students with learning problems (4th ed.). Merrill/Macmillan.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Morris, N., & Jones, D. M. (1990). Memory updating in working memory: The role of the central executive. British Journal of Psychology, 81(2), 111-121.
Nantais, K. M. & Schellenberg, E. G. (1999). The Mozart Effect: An artifact of preference. Psychological Science, 10(4), 370-373.
Obaid, M. A. S. (2013). The impact of using multi-sensory approach for teaching Students with learning disabilities. Journal of International Education Research, 9(1), 75-82.
Olsthoorn, N. M., Andringa, S., & Hulstijn, J. H. (2014). Visual and auditory digit-span performance in native and non-native speakers. International Journal of Bilingualism, 18(6), 663-673.
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.
Palladino, P., Cornoldi, C., De Beni, R., & Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29(2), 344-354.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Rauscher, F. H., Shaw, G.L., & Ky, C. N. (1993). Music and spatial task performance. Nature, 365, 611.
Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis. Neuroscience Letters, 185(1), 44-47.
Rauscher, F. H., & Shaw, G. L. (1998). Key components of the Mozart Effect. Perceptual and Motor Skills, 86(3), 835-841.
Rowe, G., Hirsh, J. B., & Anderson, A. K. (2007). Positive affect increases the breadth of attentional selection. Proceedings of the National Academy of Sciences, 104(1), 383-388.
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M 2: Media in the Lives of 8-to 18-year-olds. Henry J. Kaiser Family Foundation.
Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161-1178.
Salovey, P. (1992). Mood-induced self-focused attention. Journal of Personality and Social Psychology, 62(4), 699-707.
Schellenberg, E. G., & Weiss, M. W. (2013). Music and cognitive abilities. In D. Deutsch (Ed.), The psychology of music (pp. 499-550). Elsevier Academic Press.
Schumacher, E. H., Seymour, T. L., Glass, J. M., Fencsik, D. E., Lauber, E. J., Kieras, D. E., & Meyer, D. E. (2001). Virtually perfect time sharing in dual-task performance: Uncorking the central cognitive bottleneck. Psychological Science, 12(2), 101-108.
Sedikides, C. (1992). Changes in the valence of the self as a function of mood. In M. S. Clark (Ed.), Emotion and social behavior (pp. 271-311). Sage.
Sequeira, H., Hot, P., Silvert, L., & Delplanque, S. (2009). Electrical autonomic correlates of emotion. International Journal of Psychophysiology, 71(1), 50-56.
Steele, K. M., Bass, K. E., & Crook, M. D. (1999). The mystery of the Mozart Effect: Failure to replicate. Psychological Science, 10(4), 366-369.
Stough, C., Kerkin, B., Bates, T., & Mangan, G. (1994). Music and spatial IQ. Personality and Individual Differences, 17(5), 695.
Swanson, H. L. and Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education, 7(1), 1-48.
Teo, T. (2005). Relationship of selected listener variables and musical preference of. young students in Singapore. Music Education Research, 7(3), 349-362.
Thompson, W. F., Schellenberg, E. G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological Science, 12(3), 248-251.
Thompson, C. J. (2011). Multi-sensory intervention observational research. International Journal of Special Education, 26(1), 202-214
Tulsky, D., Zhu, J., & Ledbetter, M. (1997). WAIS-III/WMS-III Technical Manual. The Psychological Corporation.
van den Bosch, I., Salimpoor, V. N., & Zatorre, R. J. (2013). Familiarity mediates the relationship between emotional arousal and pleasure during music listening. Frontiers in Human Neuroscience, 7, Article 534.
van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The consequences of media multitasking for youth: A review. Computers in Human Behavior, 53, 204-215.
Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: memory span and dual task coordination. Journal of Experimental Child Psychology, 115(1), 188-197.
Wheeler, B. L., Sokhadze, E., Baruth, J., Behrens, G. A., & Quinn, C. F. (2011). Musically induced emotions: Subjective measures of arousal and valence. Music and Medicine, 3(4), 224-233.
Yerkes, R.M., & Dodson, J.D. (1908). The Relation of Strength of Stimulus to Rapidity of Habit Formation. Journal of Comparative Neurology & Psychology, 18(5), 459-482.
YouTube Team. (2021, September 2). 50 million. Retrieved August 5, 2022 from https://blog.youtube/news-and-events/50-million.
Zaccoletti, S., Altoè, G., & Mason, L. (2020). The interplay of reading‐related emotions and updating in reading comprehension performance. British Journal of Educational Psychology, 90(3), 663-682.
Zhang, W., Jeong, S., & Fishbein, M. (2010). Situational factors competing for attention: The interaction effect of multitasking and sexually explicit content on TV recognition. Journal of Media Psychology: Theories, Methods, and Applications, 22(1), 2-13. |