本研究的主要目的在探討傳播內容編排方式與受播者創造力對傳播效果的影響。
所採用的實驗設計是3×3多因設計，自變項是傳播內容編排方式（分為前導架構導言組、問句型式前導架構導言組、一般導言組三組）及創造力（分為高、中、低三組），依變項是受試者在閱讀文章後的測驗成績（分為訊息囘憶量及訊息保存量）。
306名高中一年級男生，依創造力測驗之流暢力分數平均分為高、中、低三組，然後隨機分派接受不同內容編排之實驗處理（閱讀一篇介紹相機基本結構的文章），閱讀文章後，立卽以閱卷測其囘憶量，一個星期後，再測受試者之保存量。
資料經獨立樣本二因子變異數分析，結果發現：不同導言結構方式，對訊息囘憶量有顯著不同的影響〔F(2,297)=6.53，p<.01〕，對訊息保存量也有顯著不同的影響〔F(2,297）=7.78，p<.01〕；在訊息囘憶量上，前導架構組顯著擾於問句導言組及一般導言組，問句導言組及一般導言組沒有顯著差異；在訊息保存量上也是如此。不同創造力之受播者在訊息囘憶量的成績有顯著的不同〔F(2,297）=7.05，p<.01〕，在保存量的成績也有顯著的不同〔F(2,297)=7.61，p<.01〕；在訊息囘憶量上，高創造力組顯著優於低創造力組，高創造力組與中創造力組間及中創造力組與低創造力組間的差距未達顯著水準；在訊息保存量上也是如此。而導言結構及創造力對訊息囘憶量沒有交互作用〔F（4,297）=2.17，p>.05〕對保存量也沒有交互作用〔F(4,297)=1.42，p>.05〕。
這個發現的解釋是：前導架構式的導言，能幫助受播者對外在訊息的處理、增加訊息囘憶量及保存量；而創造力愈高的受播者，其處理訊息的能力也愈良好！
這篇論文的完成，固然是代表研究所課程已告一段落，但最大的感受還是在於體會到做學問應有的態度。
吳靜吉老師同意指導我論文的進行，令我受寵若驚，七年來，在老師的教誨下，不僅源源獲得新的觀念與學識，最重要的還是學得做人的態度、處世的胸襟及獨立思考的能力！
徐佳士老師，我傳播學的啟蒙老師，由於老師的鼓勵，才啟迪我走向傳播研究的領域！
林邦傑老師，我幾乎修遍了所有老師開的計量課程，但仍然是一個十分不成材的學生，這也就是在敬愛老師之外，猶覺得愧疚的原因！
求學過程中，幸運的能在心理系及新聞所的環境長大，師長的諄諄開導，同學的切磋互勉，令我永難忘懷！唯有在群體的互動下，個體才能獲得生存及成長！
研究進行中，謝謝中華語言方先生的關懷及同仁們的激勵，使我無後顧之憂；更感謝成功中學教學組張組長的鼎力支持，才使本研究能如期完成！
師長、朋友，謝謝你們，由於與你們相處的愉快經驗才令我更有信心的往前走！

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