本研究包括兩個實驗，「實驗一」旨在探討台灣的大學生在閱讀故事時，類比故事的表面特徵與結構特徵對故事回想表現之影響，實驗二旨在探討國小四年級、國小六年級、國中二年級學生在閱讀故事時，其故事的回想表現受到表面特徵與結構特徵的影響程度是否與大學生不同。實驗一對象為120名大學生，實驗二對象為129名大學生，136名國二學生，132名國小六年級，130名國小四年級學生。研究結果顯示：一、類比故事的表面相似程度或結構相似程度越高時，學生的故事回想表現越佳。二、類比表現有發展上的差異。國小四年級學童的故事回想表現與其他年齡層不同，隨著年齡增加，學生的故事回想表現越好。三、不同年齡層學生的故事回想比率組型不同。大學生對於表面相似程度與結構相似程度反應最敏銳。國二學生的反應組型與大學生相似。小六與小四學生對於表面相似程度與結構相似程度的反應分化程度最低。

The main purpose of this research was to investigate the effects of superficial feature and structural feature matches of analogical stories on students’ story reminding performance, and whether the effects were vary with age differences. The findings are as followed: Firstly, The result suggested that both superficial feature and structural feature may influence story reminding performance. The better the two features matched, the better the story reminding performance. However, there was no interaction between the two factors. Secondly, the effects of superficial feature and structural feature match on story reminding performance changed with age difference. There was a significant difference between the performance of the fourth grade students of elementary school and that of other age groups. The performance of college students was better than that of other age groups in all conditions. The performance of story reminding improved with the increase of age.3. The reminding patterns of different age groups were different. College students showed the strongest response to superficial feature match and structural feature Tmatch. Junior high school students showed similar story reminding patterns with college students, but the response differentiation of junior high school students were not as clear as that of college students. The sixth and fourth graders in elementary school showed much less clear differentiation of superficial feature match and structural feature match response than college students and junior high school students did.