背景與目的：本研究的目的是比較同時性注意力作業對兒童與年輕成人站立穩定度之影響差異。方法：15位兒童（年齡8.7±3.2歲）與10位年輕成人（年齡20.8±0.7歲）在下面四種感覺情境下維持平衡20秒並同時從事一項注意力作業：(1)睜眼、固定力板；(2)閉眼、固定力板；(3)睜眼、軟墊；(4)閉眼、軟墊。注意力作業是一種對聲音刺激的反應，分三種情形：沒有聲音刺激、容易的作業（同側反應，亦即左耳聽到聲音由左手反應，反之亦然）與困難的作業（異側反應，左耳聽到聲音由右手反應）。本研究以測力板量測地板反作用力，以之後計算出的壓力中心搖晃面積代表站立穩定度，壓力中心搖晃面積愈大，表示站立穩定度愈差。結果：兒童的站立穩定度比年輕成人差(P<0.0001)，且此差異在較困難的感覺情境下更大(p<0.0001)；在從事同時性注意力作業時，他們站立的穩定度增加(P<0.0001)，此增加的情形在兩組之間並無統計學上的差異(P=0.2309)，在不同難易程度的注意力作業之間也無統計學上之差異，但在較困難的感覺情境下更顯著(P<0.0001)。結論：同時執行一項注意力作業會增加受試者的站立穩定度；此效果在兒童與年輕成人並無差異；而注意力需求的高低也並不影響此效果。但是此效果會受到感覺情境的影響，在感覺訊息愈不可靠的感覺情境下，效果就愈大。

Background and purposes: The purpose of this study was to compare the effect of a concurrent attentional task on standing stability between children and young adults. Methods: Fifteen children (age 8.7±3.2 years) and ten young adults (age 20.8±0.7 years) participated in this study. The effect of a concurrent tone detection task on standing stability was tested under four sensory conditions: (1) eyes open, fixed foot support, (2) eyes close, fixed foot support. (3) eyes open, compliant foot support. and (4) eyes close, compliant foot support. The concurrent tone detection task varied at three levels: none (no stimulus), easy (stimulus and response ere spatially compatible) and hard (stimulus and response ere spatially incompatible). A force platform system (Kistler 9284) vas used to collect the ground reaction force at a sampling rate of 500 Hz. The sway area of the center of pressure vas calculated and served as the index of standing stability. The greater the sway area of center of pressure, the poorer the standing stability. Results: The results showed that children had poorer stability than young adults (p<0.0001); and the group difference vas greater in the more difficulty sensory condition (p<0.0001). The concurrent attentional task improved the both groups of participants' stability (p<0.0001) and the effect vas not different in children than young adults (p=0.2309), neither between easy and hard tone detection task. How ever, the effect as bigger in the more difficulty sensory condition (p<0.0001). Conclusions: The concurrent attentional task increased the standing stability both in children and young adults and the effect of the concurrent attentional task on standing stability as not different in children than in young adults or in high demand than low demand conditions. Ho ever, the effect depended on the sensory condition. The more difficult sensory condition the greater the effect.