研究背景:成人午睡對於認知與情緒影響的正面效益，已獲得許多研究證實，不過兒童夜間各睡眠期所占比例與成人不同，而且至今少有兒童午睡效益的研究，因此，本研究旨在探討短暫午睡對於國小學童認知功能、學習表現與情緒狀態的影響。 實驗設計與方法:以研究一實驗室情境，配合研究二教室現場實地研究兩種方式進行探討。研究一採組內設計，以30名國小五年級學童，在睡眠實驗室分別接受單日20分鐘的午睡與清醒的實驗，並以五種神經心理測驗，進行前測與後測，並以相依樣本t考驗進行比較兩種實驗情境在五種神經心理測驗表現的差異，並以性別×情境×時間三因子變異數分析，比較睏睡度與情緒的分數差異，並以皮爾森積差相關統計分析午睡睡眠參數資料與神經心理測驗分數的相關性。研究二採組內設計，以67名五年級學童，在兩週分別接受三日教室現場的午睡以及三日清醒情境的安排，並實施國語、數學、社會教學，作為午睡效益的評量依據，並以重複樣本t考驗比較兩種實驗情境國語科、數學科、社會科學習成效測驗分數是否有所差異，另以午睡習慣×實驗情境×時間三因子變異數分析，比較睏睡度與情緒量表分數的差異性。 研究結果:研究一發現受試者經歷20分鐘的午睡後，在專心度表現顯著比清醒好，不過午睡後的抑制刺激干擾的錯誤率卻顯著比清醒時高；至於在工作記憶、敘述性記憶、程序性動作記憶的表現，兩種情境則無顯著差異。另外，發現午睡後13:10的主觀睏睡度明顯比清醒時要低，在其他情緒狀態上則無顯著差異。而且發現睡眠第一期時間與抑制刺激干擾能力表現達顯著負相關；睡眠第二期時間與敘述性記憶表現成正相關:睡眠第三期時間則與敘述性記憶表現成負相關;:研究二則發現午睡後學生睏睡度顯著比沒午睡時要低，而且三日內15:30的睏睡度皆比剛睡醒13:10時要低，且第三日15:30睏睡度有顯著降低，但其他情緒則無顯著影響。另外，國語、數學、社會三科的學習成效，在兩種實驗情境皆無顯著差異。 結論:兒童午睡過程睡眠期與成人不太相同，且從兒童夜間睡眠與認知相關研究，也可以發現兒童似乎能夠補償短暫午睡缺乏，造成對認知功能損害或情緒的負面影響，因此，短暫午睡似乎對於兒童的正面顯著效益，並不如成人ㄧ般，不過，本研究實驗室或教室研究情境，皆ㄧ致發現兒童午睡仍能減少受試者主觀睏睡度，而且也發現隨著午睡日數增加所帶來的正面效益。未來，進行實地研究可以更嚴謹的睡眠偵測及判讀工具，來確認受試者午睡情況，減少主觀判斷與檢核所產生的誤差。 / Background: It has been confirmed by many researches that taking the afternoon nap has positive effects on adult cognition and emotion. However, the proportion of children’s sleep stages at night is quite different from that of adults. Since there are few studies on the effects of children’s afternoon nap, this paper aims to discuss the effects of short nap on cognitive ability, academic performance and emotional state of elementary school pupils. Experimental Design and Methods: The study mainly adopted two methods--------- laboratory situation and field study in the classroom. The first method was conducted among 30 fifth-grade pupils from the elementary school, with each one dealing with 20-minute long nap and sober status respectively in a day. Besides, five neuropsychological tests were carried out to pre-test and post-test their performance with the paired sample t-test to compare their difference. Based on the variance analysis of gender, situation as well as time factors, sleepiness degree and emotional difference were compared and the relationship between nap parameters and neuropsychological test scores was analyzed with Pearson's correlation analysis method. The second method was conducted among 67 fifth-grade pupils from the elementary school, dealing with afternoon nap and sober situation respectively for three days in two weeks. Besides, Chinese, Mathematics and Sociology were taught as the basis to assess the effects of afternoon nap with the paired samples t-test. Based on the variance analysis of nap habits, environmental situation and time factors, sleepy degree and emotional difference were compared. Research Result: The first study showed that concentration degree of pupils after 20-minute afternoon nap was much higher than that before sleeping, so was the error rate to inhibit stimulation’s interference. As for the performance in working, declarative and procedural motor memory, there was no significant difference. In addition, we found that the subject sleepiness degree after 13:10 was lower than that when awake and there was no significant difference in other emotional states. The duration of stageⅠwas significantly negative-related to the performance to inhibit stimulation’s interference, and the duration of stageⅡwas positive-related to declarative memory performance; while the duration of stageⅢwas negative-related to declarative memory performance. The second study showed that subjective sleepiness degree of pupils after afternoon nap was much lower than that before nappinging, so was the sleepiness degree of 15:30 much lower than that of 13:10 in three days. In particular, the sleepiness degree of 15:30 in the third day decreased significantly, while other emotional states were not affected greatly. What’s more, there was no significance between these two experimental situations on study effects of Chinese, Mathematics and Sociology Conclusion: Children have a different afternoon nap course from adults. Related researches on children’s night sleep and cognition show that children seem to be able to .compensate for the lack of a short nap, resulting in cognitive impairment or emotional impact of negative.Therefore, the positive benefit of short nap of children is not as significant as that of adults. However, both laboratory and classroom situation showed that children’s afternoon nap could still reduce the subjective sleepiness. As the napping days increased, the positive effect was much more evident. In the near future, more rigorous sleep state detection and scoring tools for field study can be used to identify the nap situation and to reduce subjective misunderstanding and detection errors.