本研究以宜蘭縣宜蘭市國小附設幼兒園裡80位中、大班幼兒為研究對象，探討學前幼兒的視覺空間工作記憶相關能力與翻牌遊戲的相關性。研究結果顯示翻牌遊戲表現與視覺空間短期記憶（視覺短期記憶、空間短期記憶）及視覺空間工作記憶皆呈現顯著正相關。在迴歸分析中控制月齡及非語文能力後，視覺空間短期記憶（視覺短期記憶、空間短期記憶）可有效預測翻牌遊戲表現，而空間短期記憶和視覺短期記憶也分別對翻牌遊戲表現有獨特的變異解釋量。此外，當控制月齡、非語文能力以及視覺空間短期記憶後，視覺空間工作記憶仍能有效預測翻牌遊戲表現，因此視覺空間工作記憶之相關測驗結果對於幼兒的翻牌遊戲表現具有獨特解釋力。根據上述研究結果，本研究提供在幼教階段以翻牌遊戲了解幼兒視覺空間短期記憶以及視覺空間工作記憶能力之實證理論基礎。

Eighty kindergarten children （4-5 years old） were recruited to explore the relationship between their performances on the concentration game and visuospatial working memory. The results showed that children’s performances on the concentration game were significantly correlated with their visuospatial short-term memory （visual short-term memory and spatial short-term memory）and visuospatial working memory. Further regression analyses revealed that the visuospatial short-term memory accounted for unique variances of children’s performances on the concentration game after gender, age and nonverbal ability were taken into account. Moreover, visuospatial working memory was also a significant predictor of children’s performances on the concentration game independent of gender, age, nonverbal ability and visuospatial short-term memory. Taken together, our data suggested that children’s performances on the concentration game are significantly associated with their visuospatial short-term memory and working memory skills. These findings provide an empirical basis for the use of the concentration game as a convenient and easily-administrated mean to estimate young children’s working memory abilities in their daily activities in kindergartens.

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