本研究的實驗目的如下：（1）探討教材排列與意像指導語對兒童學習成語是否有交互影響，屬於「工作與實驗處理交互影響的實驗設計」(Task-Treatment Interaction，簡稱TTI)；（2）探討語文能力與意像指導語對兒童學習成語是否有交互影響，屬於「性向與處理交互影響的實驗設計」(Aptitude-Treatment Interaction簡稱ATI)，整個研究分成二部份，每部份研究問題與假設如下︰
實驗一研究問題：
(一)在故事上下文與成語一解釋配對兩種排列方式中學習成語，那種教材排列方式較妤？
(二)意像指導語(imagery instruction)之使用，對兒童學習成語是否有效？
(三)教材排列方式與意像指導語是否有交互影響？
上下文較配對方式容易引發意像，用意像來編碼可以幫助記憶，故本實驗提出三個假設：
(一)在故事上下文中學習成語，效果比在成語一解釋配對中學習成語好。
(二)意像指導語組比控制組成語學習成績較好。
(三)意像指導語與教材排列方式有交互影響。
為了證實以上三個假設，本實驗採2×2多因設計，以台北市古亭國小六年級學生80名為受試者，意像指導語組受試者在實驗前一天接受意像編碼訓練。統計結果顯示：四組在成語學習成績上均無顯著差異，三個假設均未得到支持。
實驗二研究問題：
(一)意像指導語對兒童學習成語是否有效？
(二)語文能力與意像指導語是否有交互影響？
本實驗因鑑於實驗一的教材過於艱難繁複，故實驗二的材料簡化為15個成語，不加任何描述，意像指導語中特別強調用意像來記憶材料，其假設如下；
(一)意像指導語組比控制組成語學習成績較好。
(二)語文能力與意像指導語有交互影響。
實驗二為證實以上二個假設，採2×2多因設計，以台北市永建國小六年級全體學生220名中，在國民智慧測驗甲種之語文測驗成績在全體受試者百分位數八十以上者40名為高分組，以百分位數二○至四十者40名為低分組，根據共變分析統計結果顯示：語文能力與意像指導語有顯著交互影響，意像指導語對語文能力低者有幫助，對語文能力高者沒有幫助。
筆者根據教材、指導語與受試者三方面來討論研究結果，並提出進一步的研究建議。

一、中文部份：
呂俊甫等著，教育心理學，台北，大中國圖書公司，民國六十一年出版。
林清山著，心理與教育統計學，台北，東華書局，民國六十三年出版。
徐道隣著，行為科學的新概念，台北，進學書局，民國五十八年。
莊仲仁，聯想特性與對聯學習之關係，台灣大學心理學系研究報告第11期，民國58年。莊仲仁，聯想結構在語文學習中的作用，國立台灣大學心理學系研究報告第14期，民國61年。
張春興，兒童語文學習環境對其聯對學習與遺忘之影響，師範大學心理學與教育第5期，民國61年。
張春興、郭生玉，兒童語文習慣之複雜度與其聯對學習及學後保留關係之實驗研究，師範大學教育心理學報第6期，民國62年。
黃國彥、吳靜吉編著，教育心理學，台北，黎明文化事業公司，民國六十三年出版。
劉英茂、莊仲仁，一千二百個本國文字有意義度之測定，國立台灣大學心理學系研究報告第12、15期，民59、60年。
魏保羅、曾志郎，從主觀組織的指示語及語文上的創造力對隨機及有組織列表的回憶之效果，國立台灣大學心理學系研究報告第14期，民國61年。
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