本研究主要探討台北市國小六年級學生在心智旋轉測驗上的答題反應及眼動行為，主要研究工具為魏氏智力個別量表、自編心智旋轉測驗及眼動儀。在自編心智旋轉測驗時先進行普測(N=143)，接著調查另一批參與者(N=123)的答題反應及眼動行為。研究結果簡要說明如下:

一、本研究重新建構適合國小學生之3D心智旋轉測驗，並發現以學生資優或普通的身分作為能力分組會有實驗誤差。

二、本研究參與者知覺推理指數平均略高於常模；答題反應與知覺推理有顯著相關，題型複雜度及答對率越高，答題時間越多。

三、心智旋轉能力與「題目」的凝視次數有顯著關聯，高能力學生在腦中旋轉圖形時會運用支點，部分學生會利用手指輔助思考。

四、在題型複雜度的部分，複雜度越高，答對率降低、答題時間增加、答對率與能力的關聯提高、不同性別在凝視位置及範圍的差異愈明顯、凝視路徑和面積增加，高組的凝視區塊會由中心擴散至兩端；但答題時間與能力的關聯僅在高複雜度的題型出現，且高組的答對率不受題型複雜度的影響。

五、在能力結合性別差異的部分，高組男性的凝視的路徑簡潔且多集中於「題目」與「關鍵區」之間，在「題目」的主要凝視點會落在形體正中間；低組女性則明顯雜亂且沒有策略的凝視位置。

六、在性別差異的部分，男性擅長圖形設計的作答，「答對率」顯著較高，答題速度較快，在3D空間思考比女性更具優勢，凝視路徑較少，找到答案後不會巡視其他選項；女性則擅長矩陣推理，在「圖畫概念」的分數與答題反應有顯著關聯，答題時間與答對率成正比，在2D空間思考較具優勢，凝視路徑多而混亂，數積木的凝視路徑明顯，找到答案後仍會檢視其他選項。

This study focused on answer condition and the eye movement in the Mental Rotation Task (MRT). The participants are sixth-graders student with Different Perceptual Reasoning Index (PRI) Ability and Gender in the Taipei city. The main research tool is Wechsler Intelligence Scale for Children (WISC-IV), MRT and eye-tracking instrument. A whole sixth-grade survey (N=143) was implemented in the design stage of MRT, and another students (N=123) participated the formal test. The main research results were presented as follow:

(I)First, the study reconstruct the 3D MRT for elementary school students, and found that if we use gifted or regular identity to classify students as ability grouping have experimental error.

(II)Participants in this study of the scale in Block Design (BD), Picture Concepts (PC), Matrix Reasoning (MR), and PRI are slightly higher than the norm (WISC-IV) if we investigate the PRI ability. The answer time and correct rate for all participants at the MRT showed a positive correlation with BD, PC, MR and PRI. Furthermore, the higher correct rate was yield by longer answer time.

(III)The positive correlation between Mental Rotation ability and fixation count on "topic area" is statistically significant.In addition, some participants selected a position as a fulcrum to think in the MRT.

(IV)The more complexity MRT resulted in longer answer time, more gaze paths, bigger gaze area, fewer correct answer, the higher positive correlation between the PRI ability and correct rate and even the more difference in fixation position and scope for gender. The higher-PRI-ability students were not affected by complexity questions but they needed more answer time, fixation duration and fixation count. Moreover, their focus region is in the center region initially and then spreading to both ends.

(V)Male with high Mental Rotation ability have simple gaze path, and their main gaze path focus between "critical area" and "topic area". Besides, their main gaze path focus on the center of material in "topic area". For the female with low Mental Rotation ability, they show disorderly gaze path and not have strategy in the gaze position.

(VI)The male students are good at BD and PC, and they have higher correct rate and faster answer speed than the female students in the MRT. Moreover, they have more advantages than female in the 3D thinking, and their gaze path is significantly less than female. Male students would not search other areas after them finding the correct answer. On the other hand, female are good at MR, their whole answer time and whole correct rate in the MRT show a positive correlation to PC. Furthermore, the correct rate shows a positive correlation to the answer time. Moreover, female have good performs at the 2D space-based PRI test, and their gaze path is plenty and disorderly. Female students would search other options after them finding the correct answer.

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