本研究旨在探討發展性語言障礙兒童 ( DLD ) 和一般發展兒童 ( TD ) 在語句誘發測驗的表現，以及檢視工作記憶對語句誘發作業表現的影響。本研究招募28名學齡階段兒童並分為兩組： DLD組14名、TD組14名 ( 與DLD組以年齡±3個月配對 ) 。研究中進行一系列評估作業，包含：語句誘發測驗、句子理解測驗、魏氏兒童智力測驗記憶廣度分測驗。首先透過語句誘發測驗評估兩組於該測驗的表現，檢視兩組的表現是否具有顯著差異；同時也進行以評估句法為核心的句子理解測驗，了解語句誘發測驗和句子理解測驗的分數的相關性；最後是在評估兩組的工作記憶後，以階層迴歸分析探討工作記憶影響語句誘發測驗的程度，檢視工作記憶對語句誘發測驗的變異度解釋量。研究結果顯示，DLD組語句誘發測驗的表現顯著低於TD組，表示語句誘發測驗具有區辨兩組兒童的敏感度；而階層迴歸分析結果指出，語句誘發測驗的表現會受到工作記憶的影響，工作記憶投入後的解釋力約為66%，只是當句子理解測驗投入後，解釋力來到73%，且工作記憶不再是顯著的預測指標。綜合上述，本研究結果顯示語句誘發測驗具有良好的區辨敏感度，且句法能力仍是語句誘發測驗所欲評估的核心能力，工作記憶無法完全左右語句誘發測驗的表現。本研究結果亦提供未來有意將語句誘發測驗發展為標準化測驗的研究者一項實證參考。

The purpose of the study was to compare performance on an expressive syntactic test of typically developing children ( TD ) and children with developmental language disorder ( DLD ) and to investigate possible influence of working memory on children’s performance on the test. 28 school-aged children were recruited for this study and divided into two groups: 14 in the DLD group and 14 in the TD group ( matched with the DLD group at age ±3 months ). A series of assessments were carried out in the study, including: expressive syntax test, sentence comprehension test, and digit span task of WISC- IV. We first assessed children's langauge skills and confirmed their language status using a standardized language test. For children who met the inclusion criteria of the study, we further examined their performance on an expressive syntactic test and a working memory test. The results of the study showed that the DLD group performed significantly lower than that in the TD group on both the expressive syntax test and the working memory test. Results from a hierarchical regression analysis showed that working memory can explain 66% of the variance after controlling for age. A second hierarchical regression analysis by entering performance from a receptive syntactic test indicated that the sentence comprehension test can explain 73% of the variance on the expressive tyntactic test. Importantly, working memory was no longer a significant predictor in this second regression analysis. Taken together, these findings indicated that syntactic ability is still the core ability to be assessed by the expressive syntax test, and working memory cannot completely control the performance of the expressive syntax test. The results give an empirical reference for future researchers who intend to develop the sentence-evoked test into a standardized test.

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