本文以實驗驗證過多與故事重點無關的口語引導，對幼兒理解繪本故事的干擾。研究者 以繪本圖片搭配口語引導，事先錄製兩個版本的電子書，這兩版本具相同且不含文字的 畫面，僅口語敘說的內容多寡不同。本研究請40 位學前幼兒聆聽電子書後回答問題。 參與的幼兒年齡介於4.7-5.7 歲。研究者依年齡、性別將幼兒配對後隨機分組至實驗組或 控制組，以確保兩組幼兒的年齡與性別比例相近。實驗過程中，兩組幼兒所接受的程序 相同，僅聆聽之電子書不同。實驗組的電子書含有與故事內容相關的口語敘說，控制組 則除了相關內容外，多了與故事重點無關的口語引導。分析幼兒聆聽故事後的回答發現， 實驗組的幼兒較能說出故事的重點，控制組較能回答與故事重點無關的內容。研究結果 符合本文依據認知負荷理論所作的預測，亦即對幼兒而言，過多不重要的訊息會與重點 訊息競爭進入幼兒的訊息處理機制，因而干擾幼兒對重點訊息的處理。

The purpose of this experimental study was to determine the influence that adult guidance, unrelated to the topic of a story, played in children’s understanding of the story. Forty 5- to 6-year-olds participated in the study and were randomly assigned to the experimental or control group. Both groups were invited to read an electronic storybook which contained pictures and pre-recorded storytelling. After completed reading, children were asked to answer questions related to that story, and their answers were graded. The procedure was similarly implemented to both groups with the exception that the story of the control group contained extraneous audio information. Data indicated that the extraneous audio information interfered children’s understanding of the story. It seems that extra descriptions of a story are not always beneficial to young children. Unorganized descriptions may cause extraneous cognitive load, and young children need to spend extra effort to process the information.