平板認知功能測驗工具：開發與驗證

Tablet-Based Cognitive Assessment Battery (T-CAB): Development and Validation

林庭羽(Ting-Yu Lin)

指導教授 ： 黃從仁

國立臺灣大學/理學院/心理學研究所/碩士(2019年)

https://doi.org/10.6342/NTU202002353

摘要

認知功能牽涉到我們的各方各面影響著我們的日常，如何測量精準測定特定認知功能，以及開發一套便利的成套認知功能測驗工具作為學術研究之工具是個非常重要的議題。目前市面上有一些認知測驗的工具，如：CANTAB；然而，這些認知測驗工具是需要付費並購買特定硬體裝置才能使用的。有鑑於此，在本研究開發了一套免費且便利的平板認知測驗工具—— Tablet-Based Cognitive Assessment Battery (T-CAB)，以期後續學者能夠更易於進行研究，更期待未來能夠拓展到診斷、認知訓練等用途。在 T-CAB 中，我們參考了不同的認知理論架構並考據其於行為以及神經方面之研究，現階段共完整開發了16個認知測驗，在處理速度、工作記憶、抑制功能以及轉換功能等四大面向下個有數個相關測驗。為探討 T-CAB 之有效性，本研究共分為兩個部分進行分析，第一部分為 T-CAB 內部各項測驗關係之初探，此部分招募了208位大學生受試者，做完整套 T-CAB。在相關分析中，我們發現選擇反應作業與抑制功能有關，且部分測驗有空間能力之涉入。此外，刺激特性對於工作記憶表現亦具有影響。而抑制功能、轉換功能內部之測驗彼此相關低，與過去文獻之結果雷同，說明了 T-CAB 這兩個功能上之各項測驗涵蓋較多元的選擇，建議後續研究者使用時依據自身需求做測驗選擇。第二部分為紙本版認知測驗與 T-CAB 之效度分析，在此我們招募了32位大學生受試者測量了紙本版叫色測驗以及魏氏智力測驗三中的順序背誦、逆序背誦、數-字序列、數字符號－替代測驗以及部分 T-CAB 測驗。相關分析結果顯示由於測驗特性的不同，紙本版測驗與平板認知測驗之間並無顯著相關，但僅就平板認知測驗內部之結果，仍符合第一部分所觀察到的現象。

關鍵字

平板 ； 認知測驗 ； 處理速度 ； 工作記憶 ； 抑制功能 ； 轉換功能

並列摘要

Cognitive functions widely involve in our daily life. Therefore, how to assess specific cognitive functions accurately and develop a convenient and comprehensive cognitive functions assessment battery is a critical issue. There are some established tools, such as CANTAB. However, those tools are expensive, and users need to buy a specific device to use it. Due to the difficulty of accessing those tools, a free, comprehensive, and convenient tablet-based cognitive assessment tool, T-CAB, was developed in this research. We hope the researchers could benefit from T-CAB when conducting the researches, and we hope T-CAB could be used in the diagnosis and cognitive functions training in the future. In T-CAB, 16 different cognitive tasks were developed based on various well-known cognitive theory frameworks and neuroscience researches. T-CAB has four primary categories, processing speed, working memory, switching, and inhibition. There are several cognitive tasks under each category. In order to understand the validity of T-CAB, there are two sections in this research. In the first section, the goal is to understand the relationship between each task in T-CAB. We recruited 208 college students to finish all the tasks in T-CAB. In the correlation analysis, we found the performance of choice reaction time related to inhibition. Also, spatial ability involves in several tasks. Different types of stimuli influence the performance of working memory. Furthermore, align with the previous studies, the correlations within inhibition and switching are low. This finding indicates that T-CAB provides diverse tasks in terms of inhibition and switching functions. As a result, we would like to suggest the users choose the suitable task(s) for their goal. In the second section, we analyzed the correlation between the paper-based cognitive tasks and some tasks in T-CAB. We recruited 32 college students to finish the paper-based Stroop task, and Digit Span (forward and backward), Letter-Number Sequencing, Digit Symbol-Coding in WISC-III. Also, they finished some of the tasks in T-CAB. The result showed that there the correlations are not significant between paper-based cognitive tasks and tablet-based cognitive tasks. However, in terms of the within T-CAB, the results are similar to the results in the first sections.

並列關鍵字

Tablet ； Cognitive Battery ； processing speed ； working memory ； inhibition ； switching

參考文獻

陳心怡、陳榮華（2002）：《 魏氏成人智力量表第三版 （中文版） 指導手冊》。台北：中國行為科學社。

Baddeley, A. D., Hitch, G. (1974). Working memory. In Psychology of learning and motivation. Academic Press, 8, 47–89. doi:10.1016/s0079-7421(08)60452-1

Bailey, C. E. (2007). Cognitive accuracy and intelligent executive function in the brain and in business. Annals of the New York Academy of Sciences, 1118, 122–141. doi:10.1196/annals.1412.011

Brady, T. F., Störmer, V. S., Alvarez, G. A. (2016). Working memory is not fixed-capacity: More active storage capacity for real-world objects than for simple stimuli. Proceedings of the National Academy of Sciences, 113(27), 7459–7464. doi:10.1073/pnas.1520027113

Brod, G., Bunge, S. A., Shing, Y. L. (2017). Does one year of schooling improve children’s cognitive control and alter associated brain activation? Psychological Science, 28(7), 967–978. doi:10.1177/0956797617699838