手勢運用的錯誤類型可反映肢體動作運用 (limb praxis) 的能力，因此從發展 觀點來看，錯誤類型也會隨著年齡而減少，但國內於手勢運用的發展趨勢尚不清 晰，有探索的必要性。基於國外資料約10 歲（四年級）可趨於穩定，因此本初步 研究以小四孩童為基礎，並與較鄰近但也有發展差距的小二孩童進行比較。我們 以口部與肢體失用症測驗 (Test of Oral and Limb Apraxia, TOLA) 中的3 項近端和 3 項遠端及物假裝手勢任務的錯誤類型作為指標，也以智力、觸覺定位、運動覺和 動作等測驗，做為控制變項，以排除認知、感覺、動作等對結果的可能干擾。結 果發現兩組在內容錯誤上並沒有差異，但是小二表現出時機過快、工具方向、位 置和目標錯位等錯誤類型的次數，皆比小四孩童多；此外，兩個年級在遠端任務 表現的異質性均大於近端。兩組內容錯誤沒有差異可反映小二孩童在物品使用概 念的發展，漸達穩定狀態；但是時序、空間等錯誤類型仍較多的現象，代表小二 孩童仍較易忽略概念以外的細節；最後，遠端表現仍不穩定的現象，可能反映動 作運用可能是由近端往遠端的發展趨勢。

Types of gesture error partially represent limb praxis ability and decrease as children age from a developmental perspective. However, the developmental trend of praxis in Taiwan has not yet been clarified. Zoia et al. determined that gesture development was more mature and stable in fourth-grade children. Therefore, we selected this population as a reference for comparison with younger children. Second-grade children were chosen because their difference in age from fourth-grade children facilitated determining a significant difference in praxis. Moreover, this age was not too young, and thus differences in error types between the two groups would be more specific. The transitive pantomimed gestures in the Test of Oral and Limb Apraxia were used to judge the error types; IQ, touch localization, kinesthesia, and motor tests were administered as control variables. The results showed that the second graders had more error types. They exhibited more direction and location errors than did the fourth graders. In addition, the errors on different distal tasks were more variable than those on proximal tasks. The results indicated that, although both groups were similar in their development of tool-using conception, the second graders were not able to manage gesture production in detail. Moreover, similar to motor development in the children, praxis development followed the principle “from the proximal to the distal part.”