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MEMBER

Tzeng, Yuh-Tsuen
Jobtitle Professor
Extension 36403
Email ttcytt@ccu.edu.tw
Education

Ph. D. in Educational Psychology, minor in Cognitive Sciences, University of Minnesota, USA

Expertise

Text comprehension,

Cognitive Modelling,

Cognition & Instruction

Experience

國立中正大學課程研究所暨師資培育中心 副教授

中學教師

美國明尼蘇達大學教育心理學系 助教、講師

美國明尼蘇達大學教育心理學系 研究助理

美國明尼蘇達大學認知科學中心 研究助理

Research

Text comprehension,

Cognitive Modelling,

Cognition & Instruction

吳裕聖、曾玉村(出版中)。應架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之

影響。教育心理學報。{TSSCI}

Tzeng, Y. (2007). Memory of narrative texts: How parts of Landscape model work. Chinese

Journal of Psychology, 49(3), 1.-25. {TSSCI}

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}

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}

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.).

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}

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)

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.

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}

 

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.

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.

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.

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.

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.

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 47th Annual Meeting of Taiwanese Psychological Association, NCKU, Tainan.

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.

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.

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.

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

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.

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.

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.

Tzeng, Y., & Chen, T. (2004). Paper presented in 28th International Congress of Psychology. China:

Beijing.

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。

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。 

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。

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。

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。

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。

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。

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).

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)

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).

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).

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).

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).

Tzeng, Y., Lee, C., & van den Broek, P. (2005). A user’s manual for the Landscape model ofcomprehension. Unpublished manual

曾玉村(2005)。應用文章可讀性的認知原則修改網路法律常識教材之效果評估。國科會結案報告(NSC-93-2520-S-194-003)。

曾玉村(2004)。因果關係在中文閱讀理解的地位:從終生發展的角度驗證一個類神經網路模式(III) 。國科會結案報告(NSC-92-2513-H—194-026)

曾玉村(2003)。網路法律常識製作之研究(子計畫三)。國科會結案報告

(NSC-91-MOE-S-194-005-X3)。

柯華葳、曾玉村(2003)。提升大一學生「學習技巧」專案。教育部結案報告。

曾玉村(2002)。因果關係在中文閱讀理解的地位:從終生發展的角度驗證一個類神經網路模式(II)。國科會結案報告(NSC-91-2413-H-194-022)

曾玉村(2003)。因果關係在中文閱讀理解的地位:從終生發展的角度驗證一個類神經網路模式。國科會結案報告(NSC-90-2413-H-194-021)

黃富順、曾玉村、吳明烈(2003)。探究成人閱讀能力及相關因素以發展與改進我國成人教材教法方案(第二年)。教育部結案報告。

黃富順、曾玉村、吳明烈(2002)。探究成人閱讀能力及相關因素以發展與改進我國成人教材教法方案(第一年)。教育部結案報告。