本研究旨在比較不同年齡國小學童的三種執行功能基本認知成份（抑制反應、工作記憶、轉換）之發展情形，以及瞭解不同年齡國小學童之執行功能與注意力間的關聯。根據研究目的，本研究以182位國小學童（含6歲組、8歲組、10歲組）為研究對象，分別施測三種電腦化執行功能作業（側向抑制作業、複雜廣度作業、心向轉換作業）及兩種紙本注意力作業（視覺搜尋作業、複雜視覺搜尋作業）。施測結果以基本描述統計、二因子變異數分析、皮爾遜積差相關分析及階層迴歸分析進行資料分析，茲將研究結果及發現分述如下：
一、不同年齡國小學童在三種執行功能作業上之平均正確率及平均反應時間上有
明顯的年齡及作業表現差異情形。在年齡差異上主要呈現出隨著年齡增長，正確率提升、反應時間下降；在作業差異上則呈現出側向抑制作業正確率最高但反應時間次之、心向轉換作業正確率次之但反應時間最長、複雜廣度作業正確率最差但反應時間最短。
二、不同年齡國小學童在注意力作業之得分上表現有明顯的年齡及作業表現差異
情形。在年齡差異上呈現出隨著年齡增長，得分有所提升；在作業差異上呈現出視覺搜尋作業之得分較複雜視覺搜尋作業高。
三、不同年齡國小學童的執行功能作業表現與注意力有所關聯。不同年齡國小學
童的三種執行功能作業正確率和兩種注意力作業之得分達顯著相關，且在排除年齡變項之影響後，複雜廣度作業得分對執行功能作業正確率仍有顯著解釋力。

This study aimed to compare the development of different ages of elementary school students’ three basic cognitive components of executive function (response inhibition, working memory, shifting), understand the correlation between execution function and attention. According to the purpose of this study, this study tested sample of 182 children (including 6 year-old group, 8 year-old group, and 10 year-old group), then apply three computerized executive function tasks (flanker task, complex span task, and set-shifting task) and two attention tasks (visual search task and complex visual search task). Finally, used the basic descriptive statistics, two-way ANOVA, Pearson correlation analysis and hierarchical regression analysis to analyze the data. The results are as follow:
1.There are obvious differences between age and task performance on average accuracy rate and response time of three computerized executive function tasks. The differences of age are showing that increasing ages, the correct rate increased, and the reaction time decreased. The differences of task performance are showing that the correct rate of flanker task is the highest, but the response time is second; the correct rate of complex span task is second, but the response time is the longest; the correct rate of complex span task is the worst, but response time is the shortest.
2.There are obvious differences between age and task performance on average score of two attention tasks. The differences of age are showing that increasing ages, the score increased. The differences of task performance are showing that the score of visual search task is higher than the score of complex visual search task.
3.There is obvious relationship between the performance of elementary school students on executive function tasks and attention tasks. The correct rate of three executive function tasks significantly related to the score of two attention tasks. Furthermore, when excluding the effect of the age variable, the score of complex visual search task still has significant explanatory power to the correct rate of executive function tasks.

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