本研究從記憶理論和認知發展的角度，探討如何以電腦化廣度作業有效評估兒童的工作記憶發展。 據此，本研究檢驗改編自 Camos 與 Barrouillet（2011）的動物顏色廣度作業的信度與效度，同時， 藉由以此作業了解 4 至 7 歲兒童工作記憶的發展情形。臺灣北部典型發展兒童共 333 名（男生 167 名）參與本研究，依年齡分為四歲、五歲、六歲和七歲四組。在此作業中，兒童需在電腦控 制的時間限制下，交替完成視覺圖像呈現的儲存作業（動物記憶）與處理作業（顏色叫名），最 後依序回憶記憶項目。信度分析顯示此作業有理想的內在信度與折半信度。在效度方面，幅合效 度分析顯示此作業與數字順背廣度作業、數字逆背廣度作業、魏氏幼兒智力測驗工作記憶分測驗 和托尼非語文智力測驗有顯著正相關；試題分析以及 Rasch 模式分析指出，此作業的難度隨廣度 增加而增加，試題鑑別度適中且與 Rasch 模式有良好的適配度。此外，單因子變異數分析發現工 作記憶廣度隨年齡增長而有顯著增加，顯示此作業能夠反映成熟造成的發展差異。綜合上述結果 本研究建議，動物顏色廣度作業可有效評估幼小兒童的工作記憶發展，而電腦化複雜廣度作業準 確控制時間與測驗程序，可增進兒童工作記憶測量的信度與效度。

Psychology researchers and educators have determined that many behavioral and cognitive abilities that we want to understand, measure, and manipulate are related to the function of working memory. Working memory, a cognitive system with limited capacity, temporarily stores and processes information relevant to ongoing activity (Baddeley, 2000). Unlike shortterm memory, working memory has a longer developmental period and is affected by the maturation of the brain’s frontal lobes (Cowan, 1997). This cognitive ability is essential not only for children’s interactions with the external world and acquisition of new knowledge but also for their daily functioning. Although different theories provide various explanations for the development of working memory, most theories hold that working memory involves two cognitive operations: storage and processing (Baddeley, 2000; Engle & Kane, 2004; Gavens & Barrouillet, 2004). Therefore, tasks that measure a person’s working memory span typically require the person to temporarily remember a memory item while performing another processing task or to engage in some form of processing related to the memory item. They are specifically called dual-task or complex span tasks (Redick et al., 2012). Such tasks differ from simple span tasks, which require the testee to retain memory items for a period of time and then recall them sequentially. Assessing children’s working memory by using complex span tasks requires clear, simple, and easy-to-understand instructions. The tasks must be designed with stimuli, content, presentation formats, and response methods that are consistent with children’s cognitive abilities. In addition, test procedures should account for children with varying levels of working memory capacity. For those with low working memory capacity, the tasks should avoid inducing a sense of frustration or helplessness. By contrast, for children with high working memory capacity, the test should provide opportunities for them to fully demonstrate their abilities. A common approach involves gradually increasing the difficulty of the tasks, requiring the testee to memorize more items, and terminating the task when a specific level of difficulty cannot be completed (Gonthier et al., 2018; Pickering, 2006). Memory span tests use the all-or-none scoring method (Conway et al., 2005). In this approach, if a child fails to recall a memory item or recalls it in the incorrect order, that item is marked as a failure. Such failures can lead to task termination, potentially affecting the accuracy of assessments of children’s working memory abilities. Alternatively, one procedure involves presenting all test questions of various difficulty levels in random order to each child (Conway et al., 2005; Unsworth et al., 2009). However, this method may frustrate younger children or those with lower working memory capacity when they encounter difficult questions, reducing their motivation to complete the task (Gonthier et al., 2018). This study introduced a computerized complex span task designed to measure the working memory abilities of children aged 4 to 7 years and analyzed its reliability and validity by integrating data from multiple research projects and a master’s

工作記憶容量測量、兒童工作記憶、電腦化記憶測驗、複雜廣度 作業

working memory capacity measurement, children’s working memory, computerized memory tests, complex-span tasks