價值導向記憶為依據價值而選擇性記憶訊息的能力，過去常使用選擇性作業（selectivity task）和選擇性指標（selectivity index, SI）評估此項能力。過去研究發現注意力缺陷過動症混合表現型（Attention-deficit/hyperactivity disorder Combined presentation, ADHD-C）與過動-衝動表現型（Attention-deficit/hyperactivity disorder Predominantly hyperactive/impulsive presentation, ADHD-H/I；兩組合併統稱ADHD-C’組）兒童的此項能力有缺損，而本研究欲探討此缺陷是否能透過動機的促進獲得改善。研究參與者為9-12歲的一般控制與ADHD-C’兒童各30名，本研究藉由有/無競賽告知方式作為動機與非動機情境之操弄，檢驗控制組與ADHD-C’組研究參與者在兩情境下之自評作業動機與選擇性作業表現的差異。研究結果顯示研究參與者自評作業動機無情境間差異但整體分數偏高，推論可能與研究參與者自我呈現（self-presentation）行為有關。選擇性作業結果僅部分符合假設，雖然整體動機與非動機情境平均SI無差異，但動機情境中卻因初期SI較低、後期提升而有較顯著的進步，這反映了作業初期雖會受焦慮影響表現，但後期隨作業進展、焦慮緩解後，卻能在動機提升的情況下有更好的選擇性表現。本次研究結果雖未有組別差異，但情境差異在ADHD-C’組中有較不明顯的趨勢，可能受ADHD組主觀壓力感受較大與壓力因應技巧不佳之特性影響。據此，建議未來研究可嘗試使用更客觀的數據做為動機指標，另外，亦可進一步探究何種作業難度與研究參與者特性能在競賽式動機的影響下會有最佳的作業表現。

The ability to determine which information should receive attention, be memorized, or be retrieved according to its value is called value-directed memory and is closely related to remembering things efficiently in daily life. A great deal of research has used the "selectivity task" and "selectivity index" to examine how people with different characteristics selectively memorize high-value information to achieve higher scores. This study aimed to investigate whether value-directed memory deficit in children with ADHD-C' can be ameliorated by improving motivation. We manipulated motivational/nonmotivational conditions by letting participating children believe that they either were or were not racing against other children. We then examined self-rated task motivation and memory performance in a selectivity task under those two conditions. The result showed that competitive motivation may have a varying effect on memory selectivity according to the anxiety state of participants. Self-rated task motivation showed no difference attributable to the impact of self-presentation. Knowing this can help us to be cautious regarding other factors that may influence the performance of participants when we use a competitive condition as a motivator. Future research might also use a more objective motivational index.

黃惠玲、趙家琛（民91）。 不聽話的孩子： 臨床衡鑑與親職訓練手冊。臺北市： 心理出版社。
陳心怡、陳榮華、朱建軍 （民 92）。台灣魏氏兒童智力量表「一般能力指數」之常模建立與運用。測驗年刊，48，89-104。
中央研究院資訊科學研究所中文詞知識庫小組（民98）。中央研究院平衡語料庫內容與說明。中央研究院資訊所、語言所詞庫小組所編技術報告（編號：95-02/98-04）。台北市：中央研究院。
廖柔涵（民102）。ADHD 兒童的價值導向記憶（未出版之碩士論文）。 國立成功大學，臺南市。
莊若蘭（民103）。記憶策略對於ADHD兒童在價值導向記憶表現上之影響（未出版碩士論文）。國立成功大學，臺南市。
Adcock, R. A., Thangavel, A., Whitfield-Gabrieli, S., Knutson, B., & Gabrieli, J. D. (2006). Reward-motivated learning: mesolimbic activation precedes memory formation. Neuron, 50(3), 507-517.
Aloise-Young, P. A. (1993). The development of self-presentation: Self-promotion in 6-to 10-year-old children. Social Cognition, 11(2), 201-222.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC : American Psychiatric Publication.
Balderston, N. L., Quispe‐Escudero, D., Hale, E., Davis, A., O'Connell, K., Ernst, M., & Grillon, C. (2016). Working memory maintenance is sufficient to reduce state anxiety. Psychophysiology, 53(11), 1660-1668.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65-94.
Barkley, R. A. (2002). Major life activity and health outcomes associated with attention-deficit/hyperactivity disorder. The Journal of Clinical Psychiatry, 63(Suppl12), 10-15.
Barkley, R. A., & Wodrich, D. L. (1998). Defiant Children: A Clinician's Manual for Assessment and Parent Training. Journal of Clinical Child Psychology, 27(3), 360-360.
Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., Morgan, C. L., Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of consulting and clinical psychology, 72(5), 757-766.
Brennan, A. R., & Arnsten, A. F. (2008). Neuronal mechanisms underlying attention deficit hyperactivity disorder: the influence of arousal on prefrontal cortical function. Annals of the New York Academy of Sciences, 1129, 236-245.
Castel, A. D. (2007). The adaptive and strategic use of memory by older adults: Evaluative processing and value-directed remembering. Psychology of learning and motivation, 48, 225-270.
Castel, A. D., Balota, D. A., & McCabe, D. P. (2009). Memory efficiency and the strategic control of attention at encoding: impairments of value-directed remembering in Alzheimer's disease. Neuropsychology, 23(3), 297-306.
Castel, A. D., Farb, N. A., & Craik, F. I. (2007). Memory for general and specific value information in younger and older adults: Measuring the limits of strategic control. Memory & Cognition, 35(4), 689-700.
Castel, A. D., Humphreys, K. L., Lee, S. S., Galvan, A., Balota, D. A., & McCabe, D. P. (2011). The development of memory efficiency and value-directed remembering across the life span: a cross-sectional study of memory and selectivity. Developmental Psychology, 47(6), 1553-1564.
Castel, A. D., Lee, S. S., Humphreys, K. L., & Moore, A. N. (2011). Memory capacity, selective control, and value-directed remembering in children with and without attention-deficit/hyperactivity disorder (ADHD). Neuropsychology, 25(1), 15-24.
Castellanos, F. X., & Proal, E. (2012). Large-scale brain systems in ADHD: beyond the prefrontal-striatal model. Trends in Cognitive Sciences, 16(1), 17-26.
Castellanos, F. X., Sonuga-Barke, E. J., Milham, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Trends in Cognitive Sciences, 10(3), 117-123.
Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23(2), 201-216.
Coghill, D. R., Seth, S., & Matthews, K. (2014). A comprehensive assessment of memory, delay aversion, timing, inhibition, decision making and variability in attention deficit hyperactivity disorder: advancing beyond the three-pathway models. Psychological Medicine, 44(9), 1989-2001.
Cohen, M. S., Rissman, J., Suthana, N. A., Castel, A. D., & Knowlton, B. J. (2014). Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions. Cognitive, Affective, & Behavioral Neuroscience, 14(2), 578-592.
Cortese, S., Kelly, C., Chabernaud, C., Proal, E., Di Martino, A., Milham, M. P., & Castellanos, F. X. (2012). Toward systems neuroscience of ADHD: a meta-analysis of 55 fMRI studies. American Journal of Psychiatry, 169(10), 1038-1055.
Erford, B. (1993). Manual for the disruptive behavior rating scale. East Aurora, NY: Slosson Educational Publications.
Erford, B. T. (1998). Technical analysis of father responses to the disruptive behavior rating scale-parent version (DBRS-P). Measurement and Evaluation in Counseling and Development, 30(4), 199-210.
Friedman-Weieneth, J. L., Doctoroff, G. L., Harvey, E. A., & Goldstein, L. H. (2009). The Disruptive Behavior Rating Scale—Parent Version (DBRS-PV) Factor Analytic Structure and Validity Among Young Preschool Children. Journal of Attention Disorders, 13(1), 42-55.
Geurts, H. M., Luman, M., & van Meel, C. S. (2008). What's in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders. Journal of Child Psychology and Psychiatry, 49(8), 848-857.
Gomez, R. (2008). Parent ratings of the ADHD items of the disruptive behavior rating scale: Analyses of their IRT properties based on the generalized partial credit model. Personality and Individual Differences, 45(2), 181-186.
Groom, M. J., Liddle, E. B., Scerif, G., Liddle, P. F., Batty, M. J., Liotti, M., & Hollis, C. P. (2013). Motivational incentives and methylphenidate enhance electrophysiological correlates of error monitoring in children with attention deficit/hyperactivity disorder. Journal of Child Psychology and Psychiatry, 54(8), 836-845.
Hampel, P., & Desman, C. (2006). Coping and quality of life among children and adolescents with attention deficit/hyperactivity disorder. Praxis der Kinderpsychologie und Kinderpsychiatrie, 55(6), 425-443.
Hebb, D. O. (1955). Drives and the CNS (conceptual nervous system). Psychological review, 62(4), 243-254.
Hirvikoski, T., Lindholm, T., Nordenstrom, A., Nordstrom, A. L., & Lajic, S. (2009). High self-perceived stress and many stressors, but normal diurnal cortisol rhythm, in adults with ADHD (attention-deficit/hyperactivity disorder). Hormones and Behavior, 55(3), 418-424.
Holmes, J., Gathercole, S. E., Place, M., Alloway, T. P., Elliott, J. G., & Hilton, K. A. (2010). The Diagnostic Utility of Executive Function Assessments in the Identification of ADHD in Children. Child and Adolescent Mental Health, 15(1), 37-43.
Jones, E. E., & Pittman, T. S. (1982). Toward a general theory of strategic self-presentation. Psychological perspectives on the self, 1(1), 231-262.
Kohls, G., Herpertz-Dahlmann, B., & Konrad, K. (2009). Hyperresponsiveness to social rewards in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Behavioral and Brain Functions, 5, 20.
Lahey, B. B., Pelham, W. E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S. S., . . . Massetti, G. (2004). Three-year predictive validity of DSM-IV attention deficit hyperactivity disorder in children diagnosed at 4–6 years of age. American Journal of Psychiatry, 161(11), 2014-2020.
Loftus, E. F. (1980). Memory: Surprising new insights into how we remember and why we forget. Reading, MA: Addison-Wesley.
Marko, M., & Rie?ansky, I. (2018). Sympathetic arousal, but not disturbed executive functioning, mediates the impairment of cognitive flexibility under stress. Cognition, 174, 94-102.
Marx, I., Hopcke, C., Berger, C., Wandschneider, R., & Herpertz, S. C. (2013). The impact of financial reward contingencies on cognitive function profiles in adult ADHD. PLoS One, 8(6), e67002. Retrieved from https://doi.org/10.1371/ journal.pone.0067002
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. New York, NY: Guilford Publications.
Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annual review of neuroscience, 24(1), 167-202.
Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions. Current Directions in Psychological Science, 21(1), 8-14.
Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of Sciences, 107(49), 20911-20916.
Plichta, M. M., & Scheres, A. (2014). Ventral-striatal responsiveness during reward anticipation in ADHD and its relation to trait impulsivity in the healthy population: a meta-analytic review of the fMRI literature. Neuroscience & Biobehavioral Reviews, 38, 125-134.
Radvansky, G. A. (2017). Human memory. London, England: Routledge.
Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005). Social norms and self?presentation: children's implicit and explicit intergroup attitudes. Child development, 76(2), 451-466.
Schoemaker, K., Bunte, T., Wiebe, S. A., Espy, K. A., Deković, M., & Matthys, W. (2012). Executive function deficits in preschool children with ADHD and DBD. Journal of Child Psychology and Psychiatry, 53(2), 111-119.
Shields, G. S., Moons, W. G., Tewell, C. A., & Yonelinas, A. P. (2016). The effect of negative affect on cognition: Anxiety, not anger, impairs executive function. Emotion, 16(6), 792-797.
Sonuga-Barke, E. J. (2002). Psychological heterogeneity in AD/HD—a dual pathway model of behaviour and cognition. Behavioural brain research, 130(1), 29-36.
Sonuga-Barke, E. J. (2003). The dual pathway model of AD/HD: an elaboration of neuro-developmental characteristics. Neuroscience & Biobehavioral Reviews, 27(7), 593-604.
Stellar, E. (1954). The physiology of motivation. Psychological review, 61(1), 5.
Tsai, C.-C., Yang, S.-N., Shen, L.-J., Chang, W.-C., & Chien, C.-W. (2009). Comparing Uses and Expenses of Medical Care Services between Children with and without Attention-deficit/Hyperactivity Disorder. 臺灣精神醫學, 23(4), 296-306. doi:10.29478/TJP.200912.0006
Van der Oord, S., Braet, C., Cortese, S., & Claes, L. (2017). Testing the dual pathway model of ADHD in obesity: a pilot study. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 1-6.
Volkow, N. D., Wang, G. J., Newcorn, J. H., Kollins, S. H., Wigal, T. L., Telang, F., . . . Swanson, J. M. (2011). Motivation deficit in ADHD is associated with dysfunction of the dopamine reward pathway. Molecular Psychiatry, 16(11), 1147-1154.
Watkins, M., & Bloom, L. (1999). Selectivity in memory: An exploration of willful control over the remembering process. Unpublished manuscript.
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the Executive Function Theory of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. Biological Psychiatry, 57(11), 1336-1346.
Wise, R. A. (2002). Brain reward circuitry: insights from unsensed incentives. Neuron, 36(2), 229-240.
Wechsler, D. (2003). Wechsler Intelligence Scale for Children–Fourth Edition. San Antonio, TX: The Psychological Corporation.
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit‐formation. Journal of comparative neurology, 18(5), 459-482.