先前的研究顯示注意力缺陷過動症兒童（Attention Deficit/Hyperactivity Disorder，ADHD)有工作記憶的缺損但仍無一致定論，且很少研究探討其工作記憶 表現是否會有年齡差異的影響。因此，本研究採傳統神經心理測驗(NEPSY-II)來檢 測高、低年級ADHD兒童在執行視覺空間與語音訊息兩種類型之工作記憶任務的 表現。本研究招募了 68位在年齡、性別、智力上配對之ADHD及典型發展兒童， 低年級各18位（7.8 ± 0.6歲），高年級各16位（11.6 ± 0.7歲），分別接受視 覺空間與語音訊息類型之神經心理測驗。結果指出ADHD兒童在兩種類型之短期 記憶及工作記憶大部分的項目上表現都較控制組差。在語音訊息短期記憶測驗中， 儘管ADHD和控制組間的最高記憶數量並無差異，但ADHD組的短期記憶與工 作記憶都明顯比控制組不穩定且不佳，顯示ADHD兒童中央執行之缺失。此外在 NEPSY-II上發現ADHD兒童在視覺空間長期記憶提取之表現亦有缺損。在兩類 工作記憶測驗之記憶數量結果顯示，高年級組多於低年級組，控制組多於ADHD 組。 本研究結果顯示ADHD兒童有工作記憶之缺損，且這樣的缺損不會隨年齡發 展而追上同儕。透過了解ADHD兒童工作記憶缺損特徵並提供早期適當治療應對 其有所助益，本研究也提出相關之應用及建議。

Previous studies indicated that children with Attention Deficit/Hyperactivity Disorder (ADHD) have deficits of working memory (WM), but the findings were inconsistent. Little is known about the age-related changes of WM in ADHD. Therefore, we investigated performance in children with ADHD while they performed visuospatial/phonological WM tasks across different age groups by using psychological assessments (PA). We recruited 34 children with ADHD and 34 controls, who were matched in age, gender and intelligence quotient (IQ). There were 18 participants in each young group (7.8 ± 0.6 years) and 16 participants in each old group (11.6 ± 0.7 years). Every child accomplished both visuospatial/phonological PA. Results showed short-term memory (STM) and WM deficits in children with ADHD in both types of tasks. In the phonological STM task, although there were no significant differences in memory size between the ADHD and control groups, the ADHD group performed less stable and less well than the control group, suggesting central executive deficits in children with ADHD. In addition, deficits in memory retrieval of visuospatial long-term memory (LTM) were found in children with ADHD. In both types of tasks, the old group had bigger memory size than the young group, and the control group had bigger memory size than the ADHD group. Our findings revealed that children with ADHD had WM deficits and didn’t catch up with their peers later. It might be helpful to identify the characteristics of WM deficits in children with ADHD and provide appropriate interventions.