本研究旨在探討工作記憶能力（中央執行功能、語音迴路、視覺空間模版）、程式理解能力以及程式理解策略（由上而下或由下而上）之間的關聯性。受試者為20名大學程式設計初學者，並具備一年以上程式設計課程之經驗。本研究先透過工作記憶測驗（運作廣度測驗、旋轉廣度測驗及河內塔測驗）與程式理解能力測驗（條件判斷測驗、迴圈測驗及函式測驗）的結果分析受試者的工作記憶與程式理解能力之間的關係，並以眼動儀追蹤受試者程式理解能力測驗時閱讀程式碼的眼動軌跡，輔以訪談確認其程式理解之認知歷程。研究結果發現，工作記憶語音迴路能力較好的受試者以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者在閱讀條件判斷的程式時傾向於辨識程式碼的邏輯架構，並透過模擬以理解程式邏輯；如果工作記憶語音迴路能力較差的受試者或無法辨識出程式碼的架構以進行程式模擬的受試者在閱讀條件判斷的程式時無法直接辨識出程式碼的邏輯架構，需要先閱讀程式碼的輸出值條件後才能夠抓出程式碼的架構以理解程式邏輯。工作記憶視覺空間模板能力較好的受試者以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者，在閱讀雙層迴圈的程式時傾向於辨識程式碼的邏輯架構，並將注意放在數字設定上以理解程式邏輯；工作記憶視覺空間模板能力較差的受試者或無法辨識出程式碼的架構以進行程式模擬的受試者，在閱讀雙層迴圈的程式時無法辨識出程式碼的邏輯架構，會逐行閱讀程式碼以理解程式邏輯。工作記憶中央執行功能能力較好的受試者以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者在閱讀函式的程式時傾向於辨識程式碼的邏輯架構，並透過代值模擬觀察功能以理解程式邏輯；工作記憶中央執行功能能力較差的受試者或無法辨識出程式碼的架構以進行程式模擬的受試者在閱讀函式的程式時無法辨識出程式碼的邏輯架構，會逐行閱讀程式碼以理解程式邏輯。此結果可能因為：
(1)如果受試者具有較好的工作記憶之語音迴路能力，對於文字與聲音的訊息處理能力較好，以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者，在閱讀程式碼過程中可以辨識程式碼架構並進行模擬；如果受試者具有較差的工作記憶之語音迴路能力，或無法辨識出程式碼的架構以進行程式模擬的受試者，對於文字與聲音的訊息處理能力較差，在閱讀程式碼的過程中無法快速地找出程式碼的架構，必須要閱讀輸出值條件之後才可以辨識出程式碼的架構。(2) 如果受試者具有較好的工作記憶之視覺空間模板能力，以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者，對於圖形與空間的訊息處理能力較好，在閱讀程式碼的過程中可以辨識程式碼架構進行模擬；如果受試者具有較差的工作記憶之視覺空間模板能力，或無法辨識出程式碼的架構以進行程式模擬的受試者，對於圖形與空間的訊息處理能力較差，在閱讀程式碼的過程中會逐行閱讀程式碼直到閱讀結束，抓不出程式架構。(3) 如果受試者具有較好的工作記憶之中央處理系統能力，以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者，對於控制與監控語音迴路與視覺空間模板的訊息處理與有意識的注意力控制等能力較好，以及具備能夠辨識出程式碼的架構以進行模擬的高程式解能力者，在閱讀程式碼的過程中會辨識程式架構、以模擬驗證程式功能；如果受試者具有較差的工作記憶之中央處理系統能力，或無法辨識出程式碼的架構以進行程式模擬的受試者對於控制與監控語音迴路與視覺空間模板的訊息處理與有意識的注意力控制等能力較差，在閱讀程式碼的過程中會逐行閱讀程式碼。此外我們可以發現程式理解能力測驗題型三：函式各組間的程式理解能力與旋轉廣度平均成績有高度相關，由於函式的程式碼分為主程式及函式兩部分，受試者需要輸入數值後代入函式條件以進行運算，因此特別需要使用工作記憶之視覺空間模板能力，在腦海中產生視覺心像以進行程式理解。

This study aims to explore the association among working memory (Central executive, Phonological loop, Visuospatial sketchpad), program comprehension ability, and program comprehension strategies (top-down and bottom-up strategies). The experiment participants were twenty undergraduate students who have learned programming for at least one year. Students’ working memory capacities were firstly examined. Then they had to conduct three program comprehension tasks (including conditional, iterative, and function structures). Their program comprehension strategies were identified based on their eye-gaze paths detected by an eye tracker.
By examining the correlations between working memory capacities, program comprehension abilities, and program comprehension strategies, the experiment results show that the students with high level program comprehension ability were tended to identify the program logic during comprehension. In contrast, low-performance students were tended to trace the program in a line-by-line manner. The difference of program comprehension strategies between high- and low-performance was due to their difference of working memory capacities. Higher phonological loop capacity helped students store complex intermediate values during comprehending complex programs. They simulated the program execution by calculating the output values for several inputs.

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