語言側化主要與左半球主導相關，此現象可能與語言發展和障礙有關。本研究以習華語4至5歲一般發展兒童為對象，使用功能性顱內都卜勒超音波來比較在影片敘述（video description, VD）任務以及聽覺理解（listening comprehension, LC）兩項作業中，語言功能典型偏側化組兒童和非典型偏側化組兒童在語言理解和語言表達能力的差異。而我們也比較同一組兒童在語言理解和語言表達歷程中，偏側化表現的一致性。研究結果顯示，在影片敘述作業中，左側化組兒童比非左側化組兒童有更佳的語言理解能力，但這樣的組別差異並沒有在聽覺理解任務中呈現出來。此外，本研究發現在影片觀看期間顯示出整題為右側化，且非左側化組的語言理解分數高於左側化組。最後，不論在同任務中（r = -.506, p = .003）或跨任務間（r = -0.398, p = 0.024）的比較，我們都發現「表達」和「理解」過程之間的側化指數呈顯顯著負相關。此結果進一步增進我們對學齡前兒童語言理解和表達中不同程度的半球參與的理解。

Language lateralization, predominantly associated with left hemisphere dominance, is crucial for language development and disorders. However, lateralization can vary depending on the language processing mechanisms, and non-left lateralization may be linked to language abilities. This study explores language abilities and cerebral lateralization in 4- to 5-year-old typically developing preschoolers using functional transcranial Doppler ultrasound (fTCD). A video description (VD) task and a listening comprehension (LC) task were conducted. The results showed that only the VD task showed significant differences in language comprehension scores, with the left-lateralized group demonstrating better language abilities in verbal description compared to the non-left-lateralized group. Conversely, the LC task did not reveal significant differences. Additionally, unlike previous studies, our findings during video viewing revealed group-level right lateralization, where the non-left-lateralized group had higher language comprehension scores than the left-lateralized group. Lastly, negative correlations were found between the "speaking" and "comprehension" processes, both with the same task (r = -.506, p = .003) and across tasks (r = -0.398, p = 0.024). This result further enhances our understanding of the differing degrees of hemispheric involvement in language comprehension and expression in preschool children.

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