本研究使用魏氏兒童智力量表-第四版中文版（WISC-Ⅳ）來探討亞斯柏格症（AS）學生的智力表現情形。選取國小一到三年級（國小組）以及國中七到九年級（國中組）各25名，共50名的AS學生作為研究對象。主要目的有兩點：一、瞭解AS學生在WISC-Ⅳ的智力表現情形。第二：探討不同年齡階段的AS學生，是否有不同的認知特質表現。

本研究主要結果如下：1.雖然兩組AS學生在各項智商分數以及14個分測驗的表現並無顯著差異，但可以發現AS學生在WISC-Ⅳ中，有其獨特的認知組型。不論是國小組或國中組的AS學生，其全量表智商(FSIQ)表現均高於平均數，四個因素指數中以語文理解指數（VCI）的表現最好(121.36)，處理速度指數（PSI）的表現最弱(89.84)。且分測驗同樣以VCI中的四個分測驗表現最好（類同、理解、詞彙及常識），介於12.80～14.22。PSI中的符號替代及符號尋找相對較弱，介於7.44～8.40。 2.內在差異表現部分，跟一般兒童比起來，AS學生語文理解指數-工作記憶指數、語文理解指數-處理速度指數以及知覺推理指數-處理速度指數三組因素指數間呈現比較顯著的差異情形，代表AS學生跟一般兒童比起來，在這幾個指數間呈現比較大的內在差異。而在AS團體中，同樣也發現AS學生在四個因素指數間有達到統計上的顯著差異，代表AS學生內在能力的表現較不一致且差異值在常模中屬罕見。另外，在三組分測驗比較和歷程分數差異比較上，只有少數的AS學生呈現有顯著差異的情形，較沒有一致的發現。

本研究結果可以提供第一線的教育人員、臨床心理師、精神科醫師做為參考，但因為本研究只針對亞斯柏格症學生，未和一般兒童做比較，因此無法瞭解AS學生和一般兒童或者是其他臨床障礙組的差異，建議將來的研究可以針對一些特定族群，做區分性的比較研究。

The research used the Wechsler Intelligence Scale for Children - Forth Edition Chinese version (WISC-Ⅳ) to discuss Asperger syndrome (AS)student's intelligence performance. Selecting 25 students both from primary school-first year to third year (pupil group) and the secondary school-seven to nine grades (junior high school group), the total was 50 students with Asperger syndrome taking as the object of study. There were two points for the main purpose: Firstly, to understand AS students’ Intelligence performance in WISC-Ⅳ. Secondly, to discuss whether there was anydifferent cognition characteristic performance in different age stage of AS student.

The main result of this research was as follows: First, two groups of AS student in each index score and 14 subtests performance were without any statistical significant difference, but it could be found that AS student in WISC-Ⅳ had its unique cognitive profile. No matter in the pupil group or junior high school group's AS students, its Full Scale Intelligence Quotient (FSIQ) performance was higher than the mean value, the verbalcomprehen-sion index (VCI) performance (121.36) was the best, and the processingspeed index (PSI) performance was the weakest (89.84) among the fourfactor indices. As the index performance, four VCI subtests (Similarities,Comprehension, Vocabulary and Information) were better than the other subtests, it lay 12.80~14.22. Coding and Symbol Search in the PSI were relatively weak, it lay 7.44~8.40. Second, by the part of internal difference, comparing with the standardization sample, AS student had quiteremarkable discrepancy between VCI-WMI, VCI-PSI and PRI-PSI. It showed quite big internal difference for AS student to be compared with the nonclinical child among these indices. And in AS group, it was also foundAS student met quite remarkable difference among four factor indices, itshowed AS student’s intrinsic capacity performance was not consistent and the discrepancy was rare in the typical develop child. Furthermore, in the comparison of three subtests groups and process subtest score difference, only minority AS student presented the remarkable difference. Subjectsdidn’t have the consistent performance.

This findings may provide the first line education personnel, clinical psychological teacher, neurological doctor for reference, but because thisresearch only aims at Asperger’s syndrome student, not making comparison with the typical develop child, therefore, it is unable to understand differences between AS student and the typical develop child or otherclinical barrier groups, it is suggested the future research might aim at some specific groups to distinguish for comparison research.

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