過去國內外關於亞斯柏格症（以下簡稱AS）認知表現的大型研究不多，適逢WISC-IV（中文版）出版之際，藉由本研究瞭解AS 學生的認知表現情形，並且進一步探討不同年齡階段AS 學生，是否有不同的認知特質表現。本研究選取國小一到三年級、國中七到九年級各25 名通過鑑定之AS 學生作為研究樣本，為了避免練習效果，所有受試者在兩年內沒有施測過魏氏兒童智力量表，且性別比例接近過去的調查數據。主要的研究結果如下：1.不同年齡組的AS 學生表現並無顯著的差異，但發現AS 學有獨特的認知組型。不論是國小組或國中組的AS 學生，其全量表智商表現均高於平均數，其中以語文理解指數（VCI）的表現最好，高於平均數1～1.5 個標準差，知覺推理（PRI）次之；處理速度指數（PSI）的表現最弱，明顯低於平均數，分測驗的表現結果也呈現一致的趨勢。2.內在差異部分，AS 學生VCI-WMI、VCI-PSI 以及PRI-PSI 三組因素指數間呈現顯著差異，代表AS 學生跟常模兒童相較起來，有比較大的內在差異。而在AS 團體中，也發現四個因素指數間有達到統計上的顯著差異，代表AS 學生內在能力的表現較不一致且差異值在常模中屬罕見。另外，在三組分測驗比較和歷程分數差異比較上，只有少數的AS學生呈現有顯著差異的情形，較沒有一致的發現。AS 學生在認知組型上，有顯著的優弱勢表現及內在差異，這樣的訊息，可以提供相關人員在進行教學及教材設計時，能夠從其語言優勢出發，並且針對他們思考及提取速度的部分，進行彈性調整，以利AS 學生更有效的學習。

Purpose: Previous studieshave revealed a unique cognitive profile in Autism Spectrum Disorders (ASDs). In this study, we determine the intellectual performance of students with Asperger syndrome (AS), and uncover whether different qualities of cognitive performance exist between different ages of students with AS. Methods: We adopted the Chinese version of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-Ⅳ) Chinese version to evaluate intellectual performance of students with AS. Twentyfive students with AS from 1st to 3rd grade (elementary school student group) and 7th to 9th grade (junior high school student group) were selected as the study participants, who were identified as persons with AS by hospitals and educational committees. To avoid training effect, participants were all requested not to use the WISC in the last two years.The sex ratio of participants close to that of previous investigations. Findings: This study found that (1) Although no statistically significant difference existed in the IQ scores and 14 subtest performances between the two groups of students with AS, the WISC-Ⅳfound unique cognitive patterns. Whether the students with AS was from elementary school student group or junior high school student group, their performance in the fullscale IQ was higher than the mean value. Among the 4 factor indices, students showed the best performance on the Verbal Comprehension Index (VCI) the weakest on the Processing Speed Index (PSI).Among the 14 subtests, the subtests in VCI have the best performance as well, whereas performance on symbol substitution and symbol search in the PSI was relatively weak. (2) In internal performance differences, significant differences showed up in the performance of students with AS on the VCI-WMI, VCI-PSI, and PRIPSI.The score gap reveals relatively large internal differences in the comparison between students without AS. For the AS group, statistically significant differences existed between the 4 factor indexes, showing inconsistent performance in the intrinsic ability of students with AS. The variation is rare in the norm. In addition, there were few students with AS showed a significant difference without consistence in the comparison of the 3 subtests and process score difference. Conclusions/Implications: This study shows that the students with AS have higher intellectual performance than normal group, particularly in VCI indices. Of the 4 factor indices, students with AS only showed a significant weakness on the PSI. Consistent results also appear in subtests. As a result, we have a better knowledge of how to design educational programs. For example, using more descriptions about new knowledge, and increasing thinking and responding time.