中文版兒童工作記憶評定量表之修訂

Abstract

學童工作記憶能力與其學業成就有緊密的關聯性。為了能夠更有效地在課室情境中發現低工作記憶學童，發展一份能夠快速施測且容易計分的測量工具，提供學校教師使用，有其必要性。工作記憶評定量表（WMRS）是一份由教師根據低工作記憶學童的一些行為特徵進行評定的行為量表，這份量表已經在國外被成功地用來篩選低工作記憶學童，本研究旨在將WMRS 初步修訂成一份適合用來篩選臺灣低工作記憶學童的量表（WMRS-TW）。為達成此目的，本研究以93 名國小三年級學童為研究對象，邀請其導師根據學童平日課堂表現填寫評定量表。研究結果顯示，WMRS-TW 具有良好的內部一致信度，而效度分析結果發現，由導師利用本量表評定的兒童工作記憶能力與利用中文版魏氏兒童智力量表所測得之記憶廣度間有顯著相關，此外，高低工作記憶兩組學童的WMRS-TW 評定結果有顯著差異，顯示本量表具有不錯的同時性效標效度和區辨效度，可以做為一個在自然情境中評估兒童工作記憶能力狀況的工具。

A close link between working memory and academic achievement in children has been well established. In order to identify poor working memory children more effectively, it is important to provide classroom teachers a screening tool that can be rapidly administered and simple to score. The Working Memory Rating Scale (WMRS) is a teacher-completed rating scale that reflects behavioral difficulties of children with poor working memory. It has been successfully used by classroom teachers to identify children with poor working memory. The aim of this study is to establish the psychometric properties of the Mandarin version of Working Memory Rating Scale (WMRS-TW) in a population of school children in Taiwan. The scale was developed based on one sample of 93 grade 3 students and their teachers. The findings indicate good internal reliability and adequate psychometric properties for use as a tool to understand development of working memory. Lower teacher ratings on the WMRS-TW were associated with higher scores on the digit span subtest in the WISC-IV (Chinese version). Also, children with low and high working memory capacity were rated significantly differently by their teachers. This indicated that the WMRS-TW can be a complementary tool by which to reliably assess working memory in children via everyday behaviors in the natural classroom environment.