本研究旨在瞭解學齡前兒童主動使用記憶策略的情形，比較有無使用策略的學齡前兒童其短期記憶與工作記憶的表現差異，並探討學齡前兒童日常生活的記憶行為表現與工作記憶能力的關係。此外，本研究追蹤探討幼兒中班時的短期記憶及記憶策略使用，能否預測其大班時工作記憶的表現。本研究以新北市某國小附幼4歲至5歲半之中班幼兒70名為研究對象，進行為期一年的短期縱貫研究。在幼兒5歲2個月時，以兩項簡單廣度作業（數字順背廣度作業與數字逆背廣度作業）測量其短期記憶與工作記憶，並觀察記錄幼兒有無使用記憶策略（嘴巴複誦外顯行為）。同時，以幼兒的家長與教師填寫的「兒童執行功能量表」評量其日常生活中的工作記憶表現。待所有幼兒皆長大一歲時，追蹤測量其非語文智力與聽覺理解能力（6歲1個月），及其在「動物顏色廣度作業、數字順背廣度作業與數字逆背廣度作業」的表現（6歲2個月）。本研究以獨立樣本t檢定，比較有無使用策略的幼兒，其短期記憶、工作記憶、非語文智力及聽覺理解能力是否有顯著差異，結果發現幼兒中班時，有使用複誦策略之幼兒在工作記憶廣度顯著大於沒有使用的幼兒；幼兒大班時，有使用複誦策略之幼兒在短期記憶和工作記憶廣度顯著大於沒有使用的幼兒；非語文智力及聽覺理解能力則沒有顯著差異。另外，相關分析結果顯示，教師與家長對幼兒日常記憶行為的評量有顯著正相關，且教師評量較佳的幼兒其大班時的工作記憶表現也較佳。此外，回歸分析結果顯示，幼兒中班時短期記憶與複誦策略，在排除年齡的影響後，仍對幼兒大班時的工作記憶有顯著的解釋力。最後，本研究根據研究結果進行推論，並給予幼兒園教師及未來對工作記憶及幼兒記憶策略有興趣的研究者，理論與教學實務上的具體建議。

The purpose of this study was to investigate the active use of memory strategies by preschool children, to compare the differences of short-term memory and working memory between preschool children with and without using strategies, and to explore the relationship between the performance of daily life memory behavior and working memory ability of preschool children. In addition, this study explores whether the 5-year-old children with or without short-term memory strategies have different working memory performance at 6 years of age. Seventy children aged 4 to 5.5 were selected as subjects for a one-year short-term longitudinal study. At the age of 5 and 2 months, children's short-term memory and working memory were measured by two simple span tasks (digit forward span task and digit backward span task), and their use of memory strategies (rehearsal) was observed and recorded. At the same time, the children's working memory performance in daily life was assessed by the Childhood Executive Functioning Inventory (CHEXI) scored by parents and teachers. Children's nonverbal intelligence and auditory comprehension were measured at the age of 6 and 1 month, and their short-term memory and working memory were measured at the age of 6 and 2 months. We compared the short-term memory, working memory, non-verbal intelligence and auditory comprehension ability of children with and without strategies by independent sample t-test. The results showed that 5-year-old children with strategies had significantly greater working memory span than those without strategies; 6-year-old children with strategies also had batter short-term memory and working memory performance than those without strategies. There was no significant difference in non-verbal intelligence and auditory comprehension between 6-year-old children with and without strategies. In addition, the results of correlation analysis showed that there was a significant positive correlation between teachers' and parents' assessment of children's daily memory behavior, and children with better teacher's assessment at 5 years of age have better performance of working memory at 6 years of age. In addition, the results of regression analysis showed that 5-year-old children’s short-term memory performance and their memory strategies can significantly predict their working memory performance at 6 years of age after excluding the influence of age. Finally, this study gives kindergarten teachers and future researchers who are interested in working memory and early childhood memory strategies specific suggestions in theory and teaching practice.

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