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教職員師培生未來學生

期刊論文

  1. Tzeng, Y. (2007). Memory of narrative texts: How parts of Landscape model work. Chinese Journal of Psychology, 49(3), 1.-25. {TSSCI}
  2. Tzeng, Y. & Chen , P. (2006). The effects of causal structure on levels of representation for Chinese children’s narrative comprehension. Chinese Journal of Psychology, 48(2), 115-138.{TSSCI}
  3. Tzeng, Y., van den Broek, P., Kendeou, P., & Lee, C. (2005). The computational implementation of the Landscape model: Modeling inferential processes and memory representations of text comprehension. Behavior Research Methods, 37(2), 277-286. {SSCI}
  4. van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (2004). The landscape model of reading: Inferences and the on-line construction of a memory representation. In R.B. Ruddell & N.J.Unrau (Eds.), Theoretical models and processes of reading (1244-1269). Newark, NJ: International Reading Association (Originally published in H. van Oostendorp & S.R. Goldman (Eds.). The construction of mental representations during reading (71-98). Mahwah, NJ: Erlbaum.).
  5. Linderholm, T., Virtue, S., Tzeng, Y., & van den Broek, P. W. (2004). Fluctuations in the Availability of Information during Reading: Capturing Cognitive Processes using the Landscape Model.Discourse Processes, 37(2), 165-186. {SSCI}
  6. 吳裕聖、曾玉村*（2003）。 概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響，教育研究集刊， 49(1)，頁135-169。（TSSCI）
  7. van den Broek, P., Virtue, S., Gaddy, M., Tzeng, Y. & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, NJ: Lawrence Erlbaum Associates.
  8. van den Broek, P. W., Tzeng, Y., Risden, K., Trabasso, T., & Basche P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and questioning timing. Journal of Educational Psychology, 93, 521-529. {SSCI}

研討會論文

  1. Tzeng, Y., & Chen, M. (2009). A latent semantic analysis of Chinese “reversible” words. Paper presented at the 42nd Annual Meeting of the Society for Mathematical Psychology, Amsterdam, NL, August 1-4.
  2. Tzeng, Y., Chen, M. , & Kintsch, W. (2009). Latent semantic analysis accounts for semantic relatedness of Chinese reversible words. Paper presented at 31st Annual Conference of the Cognitive Science Society, Amsterdam, NL, July 30- Aug, 01.
  3. Huang, C. Tzeng, Y., & Luh, W. (2009). Order of mention is more important than gender cue for pronoun resolution in Chinese-speaking children. Paper presented at the 19th Annual Meeting of the Society for Text and Discourse, Rotterdam, NL, July 26-28.
  4. Tsai, C. & Tzeng, Y. (2009). The effects of causal structure for young children’s memory of Chinese narrative texts. Paper presented at the 19th Annual Meeting of the Society for Text and Discourse, Rotterdam, NL, July 26-28.
  5. Tzeng, Y. (2007). Two birds in one stone: Landscape model accounts for readers’ online processing of situation models. Paper presented at the 47th Annual Meeting of Taiwanese Psychological Association, NCKU, Tainan.
  6. Tzeng, Y., Chen, P., & Chen, M. (2007). Differential effects of causal and anaphoric coherence for children’s comprehension of Chinese narratives. Paper presented at the 47thAnnual Meeting of Taiwanese Psychological Association, NCKU, Tainan.
  7. Chen, C, & Tzeng, Y. (2007). Effects of signalling formats and positions on fourth-grade students’reading. Paper presented at the Seventeenth Annual Meeting of the Society for Text and Discourse, Glasgow, Scotland, UK.
  8. Chen, P. & Tzeng, Y. (2007). Reading and being mature empower inquiry. Paper presented at the Seventeenth Annual Meeting of the Society for Text and Discourse, Glasgow, Scotland, UK.
  9. Tzeng, Y. Chen, P., & Chen, M. (2006). Children’s comprehension of Chinese narratives with causal but without anaphoric coherence. Paper presented at the Sixteenth Annual Meeting of the Society for Text and Discourse, Minneapolis, Minnesota, USA.
  10. Tzeng, Y. (2006). The working of Landscape model. Presented at New Computational Tools for Analyzing Text and Modeling Text Comprehension: A Preconference Workshop of the Society for Text and Discourse, July 12-13, 2006, Minneapolis, Minnesota
  11. Tzeng, Y. & Chen, M. (2005). Chinese readers’ online detection of causal coherence in narratives.Paper presented at the 113th Annual Convention of American Psychological Association, August 18-21, Washington DC, USA.
  12. Tzeng, Y., Lee, C. & van den Broek, P. (2004). Modeling inferential processes and memory representations of text comprehension using the Landscape program. Paper presented in the Symposium of Modeling Inference Making and Memory for Text: Illustrations Using the Landscape Model at the 34th Annual Meeting of the Society for Computers in Psychology, Nov, 18, Minneapolis, MN, USA.
  13. Tzeng,Y., & Chen, P. (2004). The Role of Causal Structures on Levels of Representation for Chinese Narratives Comprehension. Paper presented in 28th International Congress of Psychology. China: Beijing.
  14. Tzeng, Y., & Chen, T. (2004). Paper presented in 28th International Congress of Psychology. China:Beijing.
  15. 曾玉村、陳明蕾(2003)。因果架構對大學生故事理解表徵之影響。發表於中國心理學會第42屆年會，台北縣，輔仁大學。
  16. 陳明蕾、曾玉村(2003)。文章中的因果架構對高齡讀者閱讀理解表徵之影響。發表於中國心理學會第42屆年會，台北縣，輔仁大學。 
  17. 陳春燕、曾玉村(2003)。國小學生對故事體中因果關係的理解。發表於中國心理學會第42屆年會，台北縣，輔仁大學。
  18. 陳沛嵐、曾玉村(2003)。文章中的因果架構對國小學生不同層次閱讀表徵之影響。發表於中國心理學會第42屆年會，台北縣，輔仁大學。
  19. 徐清美、曾玉村(2002)。文章因果關係順逆對文學作品閱讀理解的影響。發表於中國心理學會第41屆年會，台南市，成功大學。
  20. 陳秋芬、曾玉村(2002)。發表於中國心理學會第41屆年會，台南市，成功大學。
  21. 吳裕聖、曾玉村(2002)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。發表於中國心理學會第41屆年會，台南市，成功大學。
  22. Tzeng, Y., & Chen, M. (2002). The role of causal structure for Chinese narrative comprehension. (Paper presented at the Twelfth Annual Meeting of the Society for Text and Discourse, Chicago, Il, USA).
  23. van den Broek, P., Tzeng, Y., Virtue, S., Linderholm, T., & Young, M. (2001). Inference making and memory for text: A computational model. (Paper presented at the 42nd Annual Meeting of the Psychonomic Society, Orlando, Florida, USA)
  24. Tzeng, Y., Chen, M., & Chen, P. (2001). The role of causality on Taiwanese college students’ representation of narrataives. (Paper presented at the 40th Chinese Psychological Association, Chia-yi, Taiwan).
  25. Tzeng, Y., Chen, P. (2001). The effects of hierarchical versus suquential causal structure on 4th and 6thgrade readers’ representation of narrative texts. (Paper presented at the 40th Chinese Psychological Association, Chia-yi, Taiwan).
  26. Tzeng, Y., van den Broek, P. W., & Zwaan, R. (July, 2000). Modeling online construction of a multi-dimensional situation model in the Landscape model of comprehension. (Paper presented at the Tenth Annual Meeting of the Society for Text and Discourse, Lyon, France).
  27. Tzeng, Y., (June, 2000). The relationships between the Landscape model and the Construction-Integration model of Comprehension. (Paper presented at the First Taiwan Cognitive Science Conference, Ming-hsiung, Chia-yi, Taiwan).

專書及專書論文

  1. 曾玉村( 2004)。中小學師生對網路法律知識的需求。載於謝哲勝等著：網路法律常識，頁265-281，翰蘆出版社。(NSC-91-MOE-S-194-005-X3)
  2. 曾玉村、王錦玲(2002) 。 認知科學與教學－以閱讀理解為例，教育研究月刊，95，頁79-88。

開設課程

  1. 教育心理學
  2. 教育測驗與評量教學實習(中)

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