對於精神分裂症患者注意力歷程缺失現象的探討，過去大多集中在 對注意力歷程本身機制的探究；但在結果上一直找不到令人滿意的解釋． 然而在心理學的研究中發現， 個體在進入注意力歷程對刺激做進一步處 理之前，有一個前注意力歷程會先對視野中所現刺激做整體性的處理；之 後才能使個體經由選擇將注意力集中在所欲處理的訊息上，此即注意力歷 程二階段論． 本研究即以注意力歷程二階段論為起點，利用兩個以擬 似叫色作業進行的實驗去區辨精神分裂症患者在注意力表現的異常，究竟 導因於那一階段的運作失常．本研究的兩個實驗均是以伴隨分心項同時呈 現的 Stroop 色字為實驗刺激，藉由操弄目標項（ 即Stroop色字）刺激 類型及分心項與目標項間關係，觀察精神分裂症患者與正常在前注意力歷 程運作上有何差異，並期能據此瞭解精神分裂症患者注意力歷程缺失的可 能原因． 綜合兩實驗所得結果，精神分裂症患者在前注意力歷程的運 作上與正常人並無差別；但在進入注意力歷程對刺激做進一步處理時，抑 制機制的運作失常（運作不足或運作過度）為其注意力失常的可能原因之 一，但仍無法對本研究的結果作一完整的說明．此外，由研究結果中，也 可推測精神分裂症患者在對目標項進行細部分析時，其持續性的注意力也 有異於正常人；這部份仍有待進一步的研究． / There is a wealth of literature associating schizophrenia withdisorders of attention. This study bases on the two-stage approach of visual selective attention. The pre- attentiveparallel processcomputes how different each object is from each of the other objectswithin a particular stimulus dimension. Attention automatically drawto the location having the highest activation, implying that the subjects select location automatically and are irrespective of their intention. Two Stroop tasks used to differentiate schizophrenics and nornalic'sattentional processes, and try to figure out which stageis the caution of schizophrenic's dysfunctional attention. As the result, schizophrenic is not different with normalics on pre-attentiveprocess, but do have something problem onattentional process when theywhen they have to inhibit some information. It'sstill not a conclution,because the deficit of inhibition can not explain the results perfectly.

本研究以Stroop中文叫色作業，測驗兒童和成人在Stroop作業之練習和刺激向度分離等情形下，其干擾效果的變化情形。共執行兩個實驗，實驗一中的受試者先接受中性刺激和不和諧刺激的測驗，然後對兩類作業練習8日，其後再測驗一次，探討受試者在練習前、後之干擾效果的變化情形。另一組受試接受實驗二中，中性刺激、整合性不和諧刺激和分離性不和諧刺激等作業的測驗，藉以比較整合性干擾和分離性干擾的差異。兩組受試者皆接受文字閱讀的速度測驗。 結果發現，小學二年級兒童的Stroop干擾效果最大，六年級兒童次之，成人最小，這與之前文獻上所載的研究一致，同時也證實，練習確能降低干擾效果，但仍不能使其完全消失，且練習後，三組受試間的干擾效果已無顯著差異。在實驗二的結果顯著，刺激向度分離的干擾效果仍然存在，但比整合性干擾效果小，且受試者間的分離性干擾也沒有顯著差異。而所有受試的閱讀速度均快於叫色速度。 / The study was used the Stroop Chinese task to examine the course of the Stroop interference among second, sixth grade children and adults. Two experiments were conducted. In experiment I, participants were tested with neutral and incongruent tasks and practiced with the same tasks for the following 8 days. They were tested neutral and incongruent tasks again. Then examined the course of the Stroop interference among children of second, sixth grade children and adults, they were test with neutral and incongruent tasks again. Then examine the course of the Stroop interference in between children and adult during before and after practice. The other group of participants took part in experiment II. They were presented with three tasks consist of neutral, integrated and separated incongruent tasks. Then examine the difference of the interference among children of second, sixth grade and adult during integrated and separated incongruent tasks. Two groups of participants were presented word reading speed of task. The finding of the study was Stroop interference increased from the adults through the sixth grade children and finally to the second grade children is in line with previous finding. We have confirmed that although interference decreases with practice, it is very resistant to eradication. After practice, the interference between children and adults is not significant difference. In the experiment II, it was that separated Stroop stimulus showed interference, and the amount was relatively small. The interference of separated Stroop task among children of second, sixth grade and adults were not significant difference. All participants took longer to name color than to read words.