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數學認知-期刊論文
研究名稱預覽下載
Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading and Writing (SSCI) https://doi.org/10.1007/s11145-022-10368-1[Impact Factor: 2.795, Ranking: 102/267 (Education & Educational Research, Q2); 25/61(Psycholog_Education, Q2)] (Scopus) [SJR: 1.219, Ranking: 47/1032 (Linguistics and Language, 95%)]
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陳易佃、吳昭容（2022）。眼動輔助教學對統計圖閱讀與解題之影響。教育傳播與科技研究，128，43－62。https://doi.org/10.6137/RECT.202204_(128).0004
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Ng, C. T., Chen, Y. H., Wu, C. J., & Chang, T. T. (2022). Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain and Behavior, 12(5), e2557. https://doi.org/10.1002/brb3.2557 (SCIE) [Impact Factor: 2.708, Ranking: 197/273 (Neurosciences, Q3); 33/53 (Behavioral Sciences, Q3)]
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Wu, C., J., & Liu, C. Y. (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551-569. https://doi.org/10.1007/s11251-022-09581-w (SSCI) [Impact Factor: 2.620, Ranking: 109/265 (Education & Educational Research, Q2); 31/61 (Psychology, Educational, Q3)]
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簡郁芩、吳昭容 (2022)。閱讀文字和圖片以建構空間結構和動態表徵的眼動研究。中華心理學刊，64 (1)，57-76。https://doi.org/10.6129/cjp.202203_64(1).0003
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Wang, T. N., Jian, Y. C., Wu, C. J., & Li, P. (2022). Science reading and self-regulated learning: Evidence from eye movements of middle-school readers. The Journal of Educational Research. https://doi.org/10.1080/00220671.2021.2012637 (SSCI)
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Wu, C. J., & Liu, C. Y. (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17(1), 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 [Impact Factor:2.412, Ranking: 20/44 (Education, Scientific Disciplines, Q2); 120/264 (Education & Educational Research, Q2)]
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Wu, C. J., Liu, C. Y., Yang C. H., Wu C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education. 43(1), 105-127. https://doi.org/10.1080/09500693.2020.1858515 (SSCI) [Impact Factor: 2.518, Ranking: 127/267 (Education & Educational Research, Q2)
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Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye movements reveal children’s deliberative thinking and predict their performance in arithmetic word problems. European Journal of Psychology of Education, 36, 91-108. https://doi.org/10.1007/s10212-020-00461-w (SSCI; Scopus) [Impact Factor: 2.663, Ranking: 28/61 (Psychology, Educational, Q2)]
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吳昭容（2019）。眼球追蹤技術在幾何教育的應用與限制。臺灣數學教育期刊，6（2），1-25。https://doi.org/10.6278/tjme.201910_6(2).001
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Lee, W. K., & Wu. C. J. (2018). Eye movements in integrating geometric text and figure: Scanpaths and given-new effects. International Journal of Science and Mathematics Education, 16(4), 699-714. https://doi.org/10.1007/s10763-016-9790-2 (SSCI; Scopus) [Impact factor: 1.474; Ranking: 70/235 (Education & Educational Research)] (NSC 99-2511-S-003-023-MY2; NSC 102-2511-S- 003-020-MY3)
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Jian, Y. C., & Wu, C. J. (2016). The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests. Computers in Human Behavior, 61, 622-632.https://doi.org/10.1016/j.chb.2016.03.063 (SSCI; Scopus) (NSC 102-2511-S-003-020-MY3) [Impact factor: 2.694; Ranking: 20/129 (Psychology, Multidisciplinary)]
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林寀雯、吳昭容（2016）。從眼動型態探討閱讀幾何文本的視覺化與推理歷程。教育學刊，47（2），41-77。https://doi.org/10.3966/156335272016120047002（TSSCI）(NSC 102-2511-S-003-020- MY3)
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Jian, Y. C., & Wu, C. J. (2015). Using eye tracking to investigate semantic and spatial representations of scientific diagrams during text-diagram integration. Journal of Science Education and Technology, 24(1),43–55. https://doi.org/10.1007/s10956-014-9519-3 (SSCI) (NSC 101-2511-S-003-015)【Impact factor: 1.214; Ranking: 55/225 (Education & Educational Research)】
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Jian, Y.-C., Wu, C.-J., & Su, J.-H. (2014). Learners' eye movements during construction of mechanical kinematic representations from static diagrams. Learning and Instruction, 32, 51-62. https://doi.org/https://doi.org/10.1016/j.learninstruc.2014.01.005 (SSCI) (NSC 101-2511-S-003-015、NSC 102-2911-I-003-301)【Impact factor: 3.585; Ranking: 3/225 (Education & Educational Research), 2/51 (Educational Psychology)】
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姜自強、吳昭容、蕭世朗、劉金昌（2013）。幾何圖形歸類判斷作業的認知行為表現與神經活動區域。教育心理學報，45（2），141-156。https://doi.org/10.6251/bep.20130222.1 （TSSCI）（NSC 98-2511-S-194-001-M）
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陳琪瑤、吳昭容（2012）。幾何證明文本閱讀的眼動研究：圖文比重及圖示著色效果。教育實踐與研究，25（2），35-66。https://doi.org/10.6776/jepr.201212.0035 （TSSCI）（NSC 96-2521-S-003-002-MY3、NSC 99-2511-S-003-023-MY2）
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簡郁芩、吳昭容* （2012）。以眼動型態和閱讀測驗表現探討箭頭在科學圖文閱讀中的圖示效果。中華心理學刊，54 (3)，385–402。, (TSSCI)
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數學認知-研討會論文
研究名稱預覽下載
李岳霖、吳昭容（2021年12月）。文圖跳移的眼動型態對擷取資訊圖表重點之預測。發表於第37屆科學教育國際研討會。彰化：國立彰化師範大學。(12/09-11)。
陳易佃、吳昭容（2021年12月）。眼動楷模與口語解說對七年級學生學習讀統計圖的效果。發表於第37屆科學教育國際研討會。彰化：國立彰化師範大學。(12/09-11)。
李岳霖、吳昭容（2021年10月）。圖文資訊整合的眼動型態與掌握重點的關聯性。發表於第60屆台灣心理學年會。臺北：國立臺北教育大學。(10/16–17)。
劉家瑜、吳昭容（2020年12月）。以個體眼動軌跡與產生科學論證的行為探討多元表徵之特性。高雄：國立科學工藝博物館。(12/18-19)。
吳昭容、鄭鈐華（2020年12月）。圖形複雜度與工作記憶對幾何閱讀的影響。發表於第36屆科學教育國際研討會。高雄：國立科學工藝博物館。(12/18-19)。
劉家瑜、吳昭容（2019年，12月）。學生使用多元表徵於科學論證活動之眼動表現。發表於第35屆科學教育國際研討會。臺北：國立臺灣師範大學。(12/05–07)。
Wu, C. J. & Leung, F. K. S. (2019, Jun.). The Consistency Effect On Algebra Word Problem-solving: An Eye Movement Study. Paper presented at International Workshop on Advanced Learning Sciences (IWALS) in University of Jyväskylä, Finland.
Wu, C. J., Liu, C. Y., & Yang, C. H (2018, Nov). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at 2018 International Conference of Science Education in Taiwan, National Dong Hwa University, Hualien, Taiwan.
Kao, W. C., Shen, C. W., & Wu C. J. (2018, May). Reading behavior analysis with gaze tracking data. Paper presented at IEEE International Conference on Consumer Electronics – Taiwan (IEEE 2018 ICCE-TW). National Chung Hsing University, Taichung, Taiwan. (May 19-21) Scopus
Wu, C. J. (2018). Eye movements as reflections of cognitive processes in mathematics. In F. J. Hsieh (Eds.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol 1 (pp.188-196). Taipei, Taiwan.
簡郁芩、蕭詠如、吳昭容、蘇家漢（2017，11月）。以不同閱讀能力的國小學生重讀科普文章的眼動型態探討自我調整學習策略。發表於第6屆亞洲動物園教育者暨第32屆科學教育聯合國際研討會。屏東：國立屏東大學。(11/10-11)。
吳昭容、楊忠璇（2017，11月）。眼動楷模對七年級學生學習讀統計圖的效果。發表於第6屆亞洲動物園教育者暨第32屆科學教育聯合國際研討會。屏東：國立屏東大學。(11/10-11)。
Wu, C. J. (2017). How students with low and high ability read geometry worked examples: Eye movement study. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 90. Singapore: PME.
吳昭容、楊忠璇、簡郁芩（2016，12月）。以移動視窗探討圖形的知覺廣度─比較科學、數學與風景圖。發表於第32屆科學教育國際研討會。彰化：國立彰化師範大學，12月9-10。
吳昭容、鄭鈐華（2016，12月）。圖示標記對低成就中學生閱讀理解幾何範例與解題遷移的影響。發表於第32屆科學教育國際研討會。彰化：國立彰化師範大學，12月9-10。
Lin, T. W., & Wu, C. J. (2015). Impact of statistical graphs on the reading comprehension of interaction effects. Proceedings of the 39 th Conference of the International Group for the Psychology of Mathematics. Hobart, Australia: PME. (7/13-18/2015) (NSC 102-2511-S-003-020-MY3)
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Wu, C. J. (2015). The consistency effect on compare problems: An eye movement study in primary schools. Proceedings of the 39 th Conference of the International Group for the Psychology of Mathematics. Hobart, Australia: PME. (7/13-18/2015) (NSC 102-2511-S-003-020-MY3)
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Lin, T. W., Ufer, S., & Wu, C. J. (2015). Students’ PISA test performance and eye movement: A comparison between Germany and Taiwan. Paper presented at the 31st Annual International Conference of Association of Science Education Taiwan (ASET). Howard Beach Resort, Kenting, Taiwan. (12/10-12, 2015) (NSC 102-2511-S-003-020-MY3)
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Wu, C. J., & Yang, C. H. (2015). Learning geometric problem solving from segmented worked examples. Paper presented at the 31st Annual International Conference of Association of Science Education Taiwan (ASET). Howard Beach Resort, Kenting, Taiwan. (12/10-12, 2015) (NSC 102-2511-S-003-020-MY3)
吳昭容、楊忠璇、鄭英豪（2014，12月）。策略提示對不同能力國中生幾何解題學習的影響。發表於第30屆科學教育國際研討會。臺北：國立臺灣師範大學。(12/5-6, 2014) (NSC 102-2511-S-003-020-MY3)
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吳昭容、楊忠璇（2014，11月）。範例呈現方式對不同能力國中生幾何解題學習的影響。發表於第十屆台灣數位學習發展研討會。臺北：國立臺灣師範大學。(11/13-14, 2014) (NSC 102-2511-S-003-020 -MY3)
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簡郁芩、吳昭容、蘇家漢（2013年12月）。圖示連續標號箭頭對建構科學動態表徵的影響─以序列分析處理眼動資料探究之。口頭報告論文發表於中華民國第29屆科學教育研討會，彰化：彰化師範大學。
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楊忠璇、吳昭容（2013，12月）。不同閱讀能力學童閱讀科學圖文的理解與歷程。發表於第29屆科學教育國際研討會。彰化：國立彰化師範大學，12月12-14。( NSC 101-2511-S-003-015)
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Jian, Y. C., & Wu, C. J.*(2013, August). Advantages of word and diagram in describing configuration representation of a mechanical system: Evidence from eye movements and comprehension tests. Paper presented at the 17th European Conference on Eye Movements (ECEM), Lund, Sweden.
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Jian, Y. C., & Wu, C. J.*(2013, July). Investigate how people understand diagrams in order to construct a kinematic representation of a physical system by recording eye movement. Paper presented at the 20th Society for the Scientific Study of Reading (SSSR), Hong Kong.
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Wu, C. J. (2013, July). Utilization of figures during proof reading among low and high prior knowledge readers. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, p. 279. Kiel, Germany: PME. (7/28/2012-8/2/2013) (NSC 101-2511-S-003-011-MY2) (ISSN 0771-100X)
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吳昭容、江健豪、楊文金（2012，12月）。文字與算式表徵對數學科普文本閱讀效益與效率的影響。發表於第28屆科學教育國際研討會，臺北：國立臺北教育大學，12月13-15日。(NSC 101-2511-S-003-011-MY2)
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Wu, C. J. (2012, July). Comprehension tests and eye movements in reading mathematics: Verbal comparing with equation. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 279. Taipei, Taiwan: PME. (7/18/2012-7/21/ 2012) (NSC 99-2511-S- 003-023-MY2) (ISSN 0771-100X)
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Lin, T. W., Wu, C. J., & Sommers, S. (2012, July). The influence of reading figures in geometry proof on eye movement. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, p. 147-152. Taipei, Taiwan: PME. (7/18/2012-7/21/2012) (NSC 99-2511-S-003-023- MY2) (ISSN 0771-100X)
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Chen, C. Y., & Wu, C. J. (2012, July). Color effects in reading geometry proofs: Evidence from eye movements and recall tests. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, p. 256. Taipei, Taiwan: PME. (7/18/2012-7/21/ 2012) (NSC 99-2511-S- 003-023-MY2) (ISSN 0771-100X)
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簡郁芩、吳昭容*（2011年12月）。以眼球追蹤技術探討科學文章閱讀中圖的功能。口頭報告論文發表於中華民國第27屆科學教育研討會，高雄：中山大學。
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Jian, Y. C., Wu, C. J., & Su, J. H. (2011, August). Using eye-tracker to investigate how readers allocate their visual attention when reading the scientific text contained an interpretative picture. Poster session presented at the 34th European Conference on Visual Perception (ECVP), Toulouse, France. (8/28/2011- 9/1/2011)
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Jian, Y. C., Wu, C. J., & Su, J. H. (2011, August). Eye movements when integrating scientific text and graphics information: the effect of sequential layouts on graphics. Poster session presented at the 16th European Conference on Eye Movements, Marseille, France. (8/21/2011-8/25/2011). (NSC 99-2511-S-003 -023-MY2)
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Wu, C. J., & Cheng, Y. H. (2011, July). Eye movements in reading geometry: distribution of text and figure. B. Ubuz (Ed.), Proceedings of the 35rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 516. Ankara, Turkey: PME. (NSC 99-2511-S-003-023- MY2) (ISSN 0771-100X, ISBN 978-975-429-262-6)
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吳昭容、江健豪（2010，11月）。閱讀幾何文本的眼動軌跡。第49屆台灣心理學年會，嘉義：中正大學，11月6-7日。（NSC 96-2521-S-003-002-MY3, NSC 99-2511-S-003-023-MY2）
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吳昭容、游皓翔（2009，9月）。大學生閱讀幾何證明文本之眼動現象。論文口頭發表第48屆台灣心理學年會，台灣大學，台北。(NSC 96-2521-S-003-002- MY3)
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